McGrawHill Grammar and Writing Grade 5

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Writing

7 Personal Narrative

8 Literature Models

10 Features of a Personal Narrative

12 Writing Process

12 Prewrite

14 Research and Inquiry

16 Draft

18 Revise

22 Proofread/Edit

24 Publish

26 Writing Rubric

27 Persuasive Writing

28 Literature Models

30 Features of Persuasive Writing

32 Writing Process

32 Prewrite


36 Draft

38 Revise

42 Proofread/Edit

44 Publish

46 Writing Rubric

47 Fictional Narrative: A Story


50 Features of a Story

52 Writing Process

52 Prewrite


56 Draft

58 Revise

62 Proofread/Edit

64 Publish

66 Writing Rubric

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Writing

67 Expository Writing: Research Report


70 Features of Expository Writing:

Research Report

72 Writing Process

72 Prewrite


76 Draft

78 Revise

82 Proofread/Edit

84 Publish

86 Writing Rubric

87 Expository Writing: Writing That Compares


90 Features of Writing That Compares

92 Writing Process

92 Prewrite


96 Draft

98 Revise

102 Proofread/Edit

104 Publish

106 Writing Rubric

107 Expository Writing: A How-To


110 Features of How-To Writing

112 Writing Process

112 Prewrite


116 Draft

118 Revise

122 Proofread/Edit

124 Publish

126 Writing Rubric

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Writing

128 Composition

128 Main Idea and Details

129 Leads and Endings

130 Organization

131 Outlining

132 Writing Description

133 Dialogue

134 Writing Forms

134 Poem

135 Humorous Play

136 Friendly Letter

137 Editorial

Grammar

138 Grammar and Usage

138 Sentences

142 Nouns

144 Verbs

148 Pronouns

150 Adjectives

152 Adverbs and Negatives

154 Interjections and Prepositions

156 Mechanics

156 Abbreviations

159 Capitalization

164 Punctuation

170 Diagramming

170 Sentence Diagramming

176 Grammar Practice

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Build Skills

232 Study Skills

232 Note-Taking and Summarizing

233 Choosing Reference Sources for Research

234 Parts of a Book

235 Encyclopedia

236 Time Lines and Historical Maps

237 Graphs

238 Dictionary

239 Thesaurus

240 Card Catalog

241 Library or Media Center

242 Using the Internet

243 Periodicals and Media Resources

244 Vocabulary

250 Spelling

Troubleshooter

254 Troubleshooter

254 Correcting Sentence Fragments

256 Correcting Run-on Sentences

258 Confusing Plurals and Possessives

260 Lack of Subject-Verb Agreement

262 Incorrect Verb Forms

264 Incorrect Use of Adjectives That Compare

266 Incorrect Use of Pronouns

268 Apostrophes

270 Incorrect Use of Adverbs

272 Commas

6

Literature Models

1UnitUnitPersonal Narrative

7

Literature Models

Can you think of an interesting story to tell someone

about yourself? A story that tells about a personal

experience is called a personal narrative. A personal

narrative brings to life a memorable event. It tells what

happened and how the writer felt about the experience.

Learning from Writers Read the following examples of a personal narrative.

What stories do the writers share? Think about the words

the writers use to tell the sequence of events. What did they

say to show how they felt about the experience?

Saying Good-ByeThe night before Aunt Waka left, Mrs. Sugar invited us all

to her house for dinner. It was the first time we all got invited

together, and Mrs. Sugar used her best china and her plated

silverware and baked a big ham.

She gave Aunt Waka a beaded coin purse and several

hugs and said she might even go to Japan someday to

visit her.

And Aunt Waka said, “I’ll be waiting for you,” just the way

she said she’d wait for me.

The next morning, Mama, Papa, Joji, and I took Aunt

Waka to San Francisco to the same pier where we’d gone to

meet her. Another big ship was berthed there, waiting to take

her back to Japan.

—Yoshiko Uchida, from A Jar of Dreams

ANDWRITETH NK

PurposeWhy do people like

to write personal

narratives? Why do

other people like to

read them? Jot down

your thoughts in

your journal.

Personal Narrative

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Literature Models

Thinking Like a Reader

1. In the correct order, name the sequence of events from “Saying Good-Bye.”

2. Summarize “Starting the Week” by telling its beginning, middle, and end.

Thinking Like a Writer

3. What time-order words did the author use to tell you the order of events in “Saying Good-Bye”?

4. How did the author of “Starting the Week” use paragraphs to organize his personal narrative?

PRACTICE AND APPLY

Starting the Week

I’m a pretty easygoing sort of person, and it takes a lot to get me upset. When I woke up yesterday, I had no idea of what was in store. There was a huge amount of math homework due, but I had done the work in no time. I was looking forward to the play rehearsal, too.

At school, the math teacher collected our homework. No wonder it had seemed so easy—I had done the wrong pages! The rest of the morning was fine, except I nearly sprained my jaw trying to eat the snack I had packed in my backpack. It turned out to be a rubber cookie that Wendy had slipped in.

At last it was time for our play rehearsal. “Break a leg,” said Denise. The doctor laughed so hard when I told him the story that I almost kicked him with the plaster cast he had just put on my left foot.

—Markus Baker

5. Reading Across Texts Compare the personal experiences of the two writers. Write about how their feelings might have been alike or different.

9

Literature Models

Personal Narrative

▶ A Personal Experience Reread “Saying Good-Bye” by Yoshiko Uchida on page 8.

Who is the narrative about? How do you think the writer felt?

And Aunt Waka said, “I’ll be waiting for you,” just the

way she said she’d wait for me.

The word me refers to the author, who is also the

narrator. Aunt Waka refers to the author’s aunt. These clues

tell you that the narrative is about these two people.

▶ First-Person Point of View Yoshiko Uchida’s personal narrative uses this sentence to

tell what happened during a family dinner. How do you know

that the account is based on the author’s personal experience?

From whose point of view is the story being told?

It was the first time we all got invited together, and Mrs.

Sugar used her best china and her plated silverware and

baked a big ham.

The word we indicates that the author was part of the

action and is describing her personal observations.

A personal narrative is a form of writing that tells what hap-

pened to you, including what you did and how you felt about

the experience. A good personal narrative:

▶ tells a story from personal experience.

▶ expresses the writer’s feelings by using the first-person point of view.

▶ has an interesting beginning, middle, and end.

▶ shares events in a sequence that makes sense.

▶ uses time-order words to connect ideas and show the

sequence of events.

GUIDELINES

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Literature Models

PRACTICE AND APPLY

Create a Features Chart

1. List the features of a good personal narrative.

2. Reread “Starting the Week” by Markus Baker onpage 9.

3. Write one example of each feature of Markus’swriting.

4. Write what you liked best about Markus’spersonal narrative.

▶ An Interesting Beginning, Middle, and End A strong narrative needs to include an interesting

beginning, middle, and end. Reread the following sentence

from the final paragraph.

Another big ship was berthed there, waiting to take her

back to Japan.

What did you learn about the end of the visit?

▶ Sequence of Events Yoshiko Uchida tells the events of her aunt’s visit in a

logical order. Notice that the first sentence tells the reader

when the events in the paragraph begin.

The night before Aunt Waka left, Mrs. Sugar invited us

all to her house for dinner.

What phrase tells you when the event took place?

▶ Time-Order Words To help your readers understand your experience from

beginning to end, you can use time-order words and phrases.

Some examples of time-order words are first, before, and next.

The next morning, Mama, Papa, Joji, and I took Aunt

Waka to San Francisco to the same pier where we’d gone

to meet her.

What time-order phrase did the author use?

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ANDWRITETH NK

AudienceHow will your

audience influence

the topic you choose

for your personal

narrative? Write your

ideas in your journal.

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SPrewrite

Personal Narrative

A personal narrative is a true story that describes an

event or experience from your life. Writing a personal narra-

tive allows you to share an experience with other people.

Purpose and Audience The purpose of writing a personal narrative is to

express your thoughts and feelings about an experience. It

is also to interest and entertain your readers, or audience.

Before writing, you need to think about your audience.

Who will be reading your personal narrative? How will you

speak to your audience through your writing? How will

you order your events and present your ideas?

Choose a Topic Begin your writing by making a list of your memorable

experiences. Think about which experience you would like

most to share.

After choosing a topic, explore ideas by making a list

of events or details that you remember about your expe-

rience. Also include some of your thoughts and feelings

about the events. Later, you will organize these ideas.

Prewrite

Here is how I explored my ideas.

Meeting My Summer Goal

Set a goal to swim across the lake at camp

Made a plan to meet my goal

Told my family about my plan

Asked the counselors to help me train

My favorite counselor’s name was Derek

Trained for weeks

The water shined

People came to cheer me on

Linda videotaped the event

Someone rowed alongside me in a boat

I ended up meeting my goal

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DRAFT

REVISE

PROOFREAD

PUBLISH

PREWRITE

M A I N I D E A M A P

Organize • Main Idea and Details A personal narrative develops from one main idea.

You then add supporting details to the main idea to

develop your narrative. To plan your personal narrative,

you can use a main idea map. Some details may not be

important to include in your story. What details from his

list did the writer leave out of his chart?

PRACTICE AND APPLY

Plan Your Own Personal Narrative

1. Think about your purpose and audience.

2. Brainstorm a list of memorable experiences.

3. Choose a topic and explore ideas about it.

4. Use a main idea map to organize your ideas.

Set a goal to swim across the lake

at camp

My freinds came to cheer me on

Asked the camp counselors to help

me trainSomeone rode in a

boat next to me

Main idea: Swam across the lake at

the end of summer camp

My sister Linda even videotaped the event


Trained for weeks I ended up meeting my goal

■ Did you think about

your purpose

and audience?

■ Did you make a list of

experiences?

■ Did you choose a topic

and explore ideas?

■ Did you use a chart to

organize your ideas?

■ Did you support your

main idea with

important details?

■ Do you need to do

any research?

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What Else Do I

Need to Know?

What is the name of the lake?

Who rowed alongside me in

the boat?

How long did I train?

Where Can I Find the

Information?

E-mail a counselor to find out.

Watch home movie of that

day at camp.

Read my diary entries for

that summer.

Personal Narrative

Prewrite • Research and Inquiry

▶ Writer’s Resources You may have to do research to get more information

for your personal narrative. Begin by writing a list

of questions. Then decide what resources you need in

order to answer each question.

▶ Conduct an Interview An interview is a conversation with another person for

the purpose of gaining information. One person asks ques-

tions, and the other person answers. An interview can take

place in person, in writing, on the telephone, or by e-mail.

STRATEGIES FOR INTERVIEWING

• Decide the information you need. Write your questions.

• Send the questions ahead of time. The person you

interview will have time to think about his or her answers.

• Take clear notes and organize them

right after the interview so you

won’t forget the information.

• Be polite and friendly. Always

thank the person at the end of

the interview.

Question: What is the

name of the lake?

Answer: The lake is

called Lake Wonder.

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DRAFT

REVISE

PROOFREAD

PUBLISH

PREWRITE

M A I N I D E A M A P

■ Did you write a list

of questions?

■ Did you identify

possible resources?

■ Did you take notes on

the information you

found?

■ Did you add the

new information to

your chart?


at camp




boat next to me



Lake Wonder

One of the counselors




three

▶ Study Personal Records Souvenirs, photographs, journals, and home movies can

be useful sources of information. Look for specific details in

these sources that will help your readers “see” the event.

▶ Use Your Research This writer learned something important in his e-mail

interview. He also found information in his diary and in a

video his sister made. How did he change his chart?

PRACTICE AND APPLY

Review Your Plan

1. Look at your main idea map.

2. List questions you have about your topic.

3. Identify the resources you will need to find answers.

4. Add new information you gather to your chart.

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M A I N I D E A M A PPR

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Personal Narrative

Draft

Drafting

■ Does your narrative

suit your purpose

and audience?

■ Did you include time-

order words to show the

sequence of events?

■ Did you include your

thoughts and feelings

to make your writing

personal?

■ Did you use sensory

details that will help

your reader create

a mental picture?

■ Is your main idea

clear, and do your

details help your

readers feel as though

they were at the event?


at camp




boat next to me



Lake Wonder

One of the counselors

Draft

Main idea for first paragraph: Why I

decided to swim across the lake.

Main idea for third paragraph: How I

met my goal.




three

Main idea for second paragraph:

How I trained.

Before you begin writing your personal narrative,

review your main idea map. Think about the paragraphs

you could write to support the main idea. Include details in

a logical order.

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PREWRITE

REVISE

PROOFREAD

PUBLISH

DRAFT

DRAFT

PRACTICE AND APPLY

Draft Your Own Personal Narrative

1. Review your prewriting chart.

2. Write about the events in the order they happened.

3. Add details that tell about the main idea.

4. Use the I point of view throughout to tell about the

events and your feelings.

Look at how this writer used the ideas in her map to

write a first draft. He created paragraphs by telling his

story in order and by using details.

Main idea of first paragraph

Supporting details tell about the events and how the writer felt about the experience.

TECHNOLOGYFind out how to adjust

line spacing on your

computer. Double-space

your draft so you will

have more room to

make revisions.

Supporting details tell how the writer trained for the swimming event.

Last summer, I went to camp. I go to the same

camp every year. Last summer was diffrent.

That was the summer I decided to swim across

Lake Wonder.

I knew it wouldn’t be easy. I made a plan to meet

my goal. I asked the camp counselors to help me

train. After three weeks of training in and out of the

water, it was time. My freinds came to cheer me on

as I jumped in and began to swim. My sister Linda

even videotaped the event one of the counselors

rowed in a boat next to me for safety. It wasn’t easy,

but I made it. Meeting my goal was the perfect end

to the summer

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Personal Narrative

Revise

Elaborate One way to improve your writing is to elaborate.

When you elaborate, you add important ideas and details

that might be missing from your writing. When you revise

your personal narrative, you may need to tell more about

your feelings.

The writer added details to let his audience know how

he felt.

The writer added the name of the camp to give more

true information to his story.

Word Choice When you are writing, it is important to choose the

right words for your topic and audience.

In a personal narrative, choose words that will help

you tell the events of your story in order. This will enable

your reader to “see” the events in the order in which

they happened.

After three weeks of training in and out of the

water, it was time.I finally felt ready

Last summer, I went to camp.Camp Wilderness

First,I made a plan to meet my goal. I asked the camp

counselors to help me train. After three weeks of

training in and out of the water, it was time.

Next,

Then,

I finally felt ready

TIME-ORDERWORDSfirst

next

then

later

last

finally

now

one day

before

after

after that

as soon as

yesterday

today

tomorrow

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PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Better Sentences As you continue to revise your draft, check your

sentences to make sure they fit together well and flow

smoothly. Read the sentences aloud. How do they sound?

Have you included different types of sentences? By using

a variety of sentences, such as questions, exclamations,

and commands, you can make your writing more

interesting to read.

Sometimes you can use an exclamation to show emo-

tion. Notice how the writer expresses his strong feelings

about having achieved his goal.

PRACTICE AND APPLY

Revise Your Own Personal Narrative

1. Use time-order words to show the sequence of events.

2. Use vivid and exact words to create a clear image in the reader’s mind.

3. Add important details that will make your writing clearer and more accurate.

5. Grammar Did you use different types of sentences to make your writing more interesting?

It wasn’t easy, but I made it.How excited I was when I made it across the lake

TECHNOLOGYReview your draft to see

if the sentences follow

a logical order. Do the

ideas flow smoothly?

If not, try moving

paragraphs or sentences

around by cutting and

pasting text.

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Conferencing for the Reader■ Are features of a personal narrative included in your

partner’s piece?

• personal experience

• first-person point of view

• interesting beginning, middle, and end

• logical sequence

• time-order words

• strong ending

■ Be sure to tell your partner what’s good about the

piece as well as what needs improvement.

Personal Narrative

Revise • Peer Conferencing

Take a break from your writing. Exchange your draft

with a partner, and check each other’s work. Your partner

may be able to give you some new ideas or suggestions on

how to improve your narrative.This

beginning makes me want to

read more!

You should describe the

water so that your readers can

see it.

This helps me to see your plan.

I think you need a third paragraph.




Lake Wonder.









to the summer

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PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Revising

■ Does your story suit

your purpose and

audience?

■ Did you describe a

personal experience?

■ Do you need to

elaborate on any part

of your narrative?

■ Did you use colorful,

exact words to describe

the experience and

your feelings about it?

■ Did you use time-order

words to tell when the

events occurred?

■ Do your sentences flow

smoothly when read

aloud?

■ Did you add an

interesting title?

As you revise your personal narrative, consider the

comments and suggestions your conferencing partner

gave you. This writer made some changes based on his

partner’s suggestions.

PRACTICE AND APPLY

Revise Your Own Personal Narrative

1. Read your draft aloud or have your partner read it to you. Listen to the way the words flow. How does it sound?

2. Add vivid words that describe.

3. Use the notes from your peer conference to help you revise your draft.

4. Add an interesting title that will “grab” your reader’s interest.




Lake Wonder.









to the summer

Camp Wilderness

The Perfect Summer Ending

First,

Next,

Then, shimmering blue


How excited I was when I made it across the lake

REVISE

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Personal Narrative

ProofreadProofread/Edit

After you have revised your personal narrative, you will

need to proofread and edit it to find and correct any errors

in mechanics, grammar and usage, and spelling.

SpellingWhen choosing ei or ie,

remember that i comes

before e, as in friend,

except after c, as in receive, or when sounded like /a–/,

as in neighbor or weigh.

GRAMMAR

• A compound sentence joins two complete sentences by

using a comma and the words and, but, or or.

MECHANICS

• Every sentence begins with a capital letter.

• A declarative sentence ends with a period.

• An interrogative sentence ends with a question mark.

• An imperative sentence ends with a period.

• An exclamatory sentence ends with an exclamation mark.

• A run-on sentence joins together two or more sentences

that should be written separately.

REVIEW THE RULES

STRATEGIES FOR PROOFREADING

• Reread your revised paper several times. Each time you

read, look for a different type of error. This will give you

a better chance of catching your mistakes.

• Reread for mechanics and usage. Make sure you have

used a capital letter to begin every sentence and the

correct punctuation at the end of each sentence.

• Check for commas. Make sure you use a comma and the

word and, but, or or to make compound sentences.

• Check for spelling errors by reading your paper from the

last word to the first word. You will be able to concentrate

on the spelling of the words instead of on the story.

Go to pages 138–169 to review other rules.

22

PREWRITE

DRAFT

REVISE

PUBLISH

PROOFREAD

Proofreading■ Did you indent each

paragraph?

■ Did you group

sentences about

the same idea into

a paragraph?

■ Did you check the

spelling of difficult

words?

■ Did you use a capital

letter to begin every

sentence and the correct

punctuation at the end

of each sentence?

■ Did you combine any

sentences or correct

run-on sentences?

PROOFREADING MARKS

new paragraph

add

take out

Make a capital letter.

Make a small letter.

Check the spelling.

Add a period.




Lake Wonder.









to the summer

Camp Wilderness

The Perfect Summer Ending

First,

Next,

Then, shimmering blue


How excited I was when I made it across the lake

Look at the proofreading corrections made on the draft

below. What does the symbol mean? Why does the

writer use it to end the last sentence?

PRACTICE AND APPLY

Proofread Your Own Personal Narrative

1. Find and correct misspelled words.

2. Include the correct ending punctuation for each kind of sentence.

3. Make sure you use a comma and the words and, but, or or to join compound sentences.

4. Know the meaning of each word you use.

PROOFREAD

, but different

friends

!

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Personal Narrative

PublishPublish

The last step before publishing your piece is to review

your writing one last time. Use a checklist to help you keep

track of what you have reviewed.

The writer used the checklist to review his personal

narrative. Read “The Perfect Summer Ending” and discuss

the writer’s published piece with a small group. Do you

think it was ready to publish? Why do you think so?

❑ What was my purpose? Did I describe a personal experience?

❑ Did I choose a topic that will interest my audience?

❑ Did I include a good title?

❑ Did I use a variety of sentences? Do my sentences flow

together?

❑ Did I end each type of sentence with the correct punctuation?

❑ Did I correctly use compound sentences?

❑ Did I use time-order words to show the sequence of events?

❑ Did I include enough specific details so that the reader can

easily visualize my experience?

❑ Did I proofread and correct all errors?

Personal Narrative

24

PREWRITE

DRAFT

REVISE

PROOFREAD

PUBLISH

The Perfect Summer Endingby Brad Lewis

Last summer, I went to Camp Wilderness. I go to the same camp every year, but last summer was different. That was the summer I decided to swim across Lake Wonder. I knew it wouldn’t be easy.

First, I made a plan to meet my goal. Next, I asked the camp counselors to help me train. Then, after three weeks of training in and out of the shimmering blue water, I finally felt ready.

My friends came to cheer me on as I jumped in and began to swim. My sister Linda even videotaped the event. One of the counselors rowed in a boat next to me for safety. How excited I was when I made it acrossthe lake! Meeting my goal was the perfect end to the summer.

PRACTICE AND APPLY

Publish Your Own Personal Narrative

1. Check your revised draft one more time.

2. Make a neat, final copy.

3. Add a border, pictures, or a cover to your story.

4. Send your story to your school newspaper.

TECHNOLOGYDoes your school have

a Web site? Use your

school’s technology

resources to publish your

work on the Internet.

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Writing Rubric

26

Go to www.macmillanmh.com for a 6-Point Student Writing Rubric.

Personal Narrative

Score Description

4Excellent

■ tells an entertaining story about a personal experience and includes thoughts and feelings

■ presents details in an easy-to-follow sequence■ always uses the first person and clearly expresses feelings■ includes a strong beginning, middle, and end■ uses a variety of time-order words■ varies types and lengths of sentences ■ is free or almost free of errors

3Good

■ tells about a personal experience and includes some thoughts and feelings

■ presents details in the correct order■ mostly uses the first person and expresses feelings ■ uses some time-order words■ uses both simple and compound sentences■ has minor errors that do not confuse the reader

2Fair

■ tells about a personal experience but often loses focus■ includes events told out of order■ does not always use the first person and expresses few feelings■ lacks time-order words■ uses only simple sentences■ makes frequent errors that confuse the reader

1Unsatisfactory

■ does not share a personal experience and is not focused or entertaining

■ tells events out of order and is confusing■ does not use first person and does not express feelings■ does not use time-order words■ sentences are choppy or run together■ makes serious and repeated errors

Literature Models

2UnitUnitPersuasive Writing

27

Literature Models

ANDWRITETH NK

PurposeWhy does a writer use

persuasive writing?

Explain your ideas in

a paragraph in your

journal.

Persuasive Writing

When you try to get people to agree with your point of

view, you are trying to persuade them. Persuasive writing

tries to persuade an audience to adopt the writer’s opinion.

Sometimes it even tries to persuade people to take action.

Learning from Writers Read the following examples of persuasive writing. As

you read, look for the authors’ opinions. How do they make

their arguments? Is each author convincing?

The Forecast: A Warmer WorldAccording to a report by a United Nations scientific

group, the earth’s average temperature could rise as much

as 6° F in the next 100 years! That would be a huge change.

Over the past 100 years, the average temperature rose 1° F,

and even that is considered to be a big change.

Even a small rise in the earth’s temperature could have

a big impact. The U.N. scientists predict that over

the next century, polar ice caps and glaciers could melt,

raising ocean levels as much as three feet. Low-lying land

along seacoasts and in river basins could flood. Entire

islands in the Pacific could be under water. Many people

could have to move to higher ground.

Global warming could also make weather less

predictable, with extreme heat and cold, drought and more

violent storms. Rainfall patterns could change. Some farm

areas could be unable to grow crops.

What can we do? Most nations have taken small steps

to control the release of gases that trap heat. Everyone

agrees that stronger measures are needed. Scientists now

know global warming can’t be ignored much longer.

—from “The Forecast: A Warmer World,” in Time for Kids

28

Literature Models


1. List the reasons that the author of “The Forecast: A Warmer World” is concerned about global warming.

2. Read Tracy Dell’s letter again. Why does she want Mr. Cisneros to come to her school?


3. How does the author of “The Forecast: A Warmer World” persuade the audience to agree with his opinion?

4. Where does Tracy place her strongest argument? Do you think it will persuade Mr. Cisneros to speak at her school? Why?

PRACTICE AND APPLY

5. Reading Across Texts Compare the two literature models. Which one is more convincing? Why?

94 East 8th Street Clover, MO 63805 May 17, 20____Division Publishing Company886 Third AvenueNew York, NY 10022

Dear Mr. Cisneros:I am writing you on behalf of the fifth-grade

classes at the Whitney School. Everyone here loves your books, and in a recent student vote, you were chosen Author of the Year.

Our language arts teacher noticed that you are on a lecture tour and will be speaking in Kansas City on June 21. The town of Clover is nearby, and I would like to invite you to stop here on your way to Kansas City. Everyone would be delighted if you could come and speak on any subject.

Please let me know if you will be able to speak so that we can make arrangements for your stay.

Sincerely yours, Tracy Dell

29

Literature Models

Features of Persuasive Writing

▶ An Opinion Reread “The Forecast: A Warmer World” on page 28.

What is the author’s opinion about global warming?

Scientists now know global warming can’t be ignored

much longer.

This persuasive conclusion summarizes the author’s

opinion about global warming.

▶ Convincing Reasons The author states that global warming could cause

flooding. What reasons are listed to convince the reader that

the floods would be harmful?

Low-lying land along seacoasts and in river basins could

flood. Entire islands in the Pacific could be under water.

Many people could have to move to higher ground.

The author gives a list of ways that flooding would hurt

human beings and other species.

Persuasive writing states the opinion of the writer and

attempts to influence an audience to agree with that opinion.

Persuasive writing:

▶ clearly states an opinion on a specific topic.

▶ uses convincing reasons and arguments.

▶ organizes reasons in a logical order.

▶ usually saves the strongest argument for last.

▶ includes opinion words.

GUIDELINES

30

Literature Models

▶ Logical Order To make a clear argument, it is important to give reasons

or details in a logical order. Reread the first paragraph of

“The Forecast: A Warmer World.” Why are the details listed

in this order? Does the writer begin with a strong lead?

According to a report by a United Nations scientific group,

the earth’s average temperature could rise as much as 6° F

in the next 100 years! That would be a huge change. Over

the past 100 years, the average temperature rose 1° F, and

even that is considered to be a big change.

The author begins with a strong lead. He uses the example

of the 1° F change to show the impact of a 6° F change.

▶ Strongest Argument Last The author’s last argument is meant to leave a strong

impression on the reader. This makes it a strong ending.

Global warming could also make weather less

predictable, with extreme heat and cold, drought and

more violent storms.

The author’s final argument is strong because it lists

changes that would directly affect people.

▶ Opinion WordsThe author uses opinion words to appeal to the way an

audience thinks and feels.

Everyone agrees that stronger measures are needed.

The author uses the words Everyone agrees to

persuade the audience to adopt his point of view.

PRACTICE AND APPLY


1. List the features of good persuasive writing.

2. Reread Tracy Dell’s letter on page 29.

3. What is Tracy’s most persuasive argument?

4. Write one example in Tracy’s letter for three of the five features of a personal narrative.

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Persuasive Writing

PrewritePrewrite

Persuasive writing presents a writer’s opinion about a

topic and tries to persuade an audience to agree with that

opinion. Persuasive writing may also influence an audience

to take a certain plan of action.

Purpose and Audience The purpose of persuasive writing is to persuade

your reader to adopt your opinion. In persuasive writing,

you must use convincing reasons and language that will

persuade your audience to agree with your point of view.

When planning a persuasive letter, for example, you

need to think about your reader. What is his or her opinion

about your topic? What will you need to say to get your

audience to think as you do?

Choose a Topic Start by brainstorming a list of issues or topics that you

feel strongly about. Choose the issue most important to you.

Next, explore ideas by making a list of at least three

reasons that support your opinion. For each reason, give

facts and opinions to support it. Later, you will put your

reasons in a logical order.

ANDWRITETH NK

AudienceHow will your

audience's opinion

about your topic

influence the way you

plan and write your

persuasive letter?

Write your ideas in

your journal.

Why We Should Clean Up the Park

A clean park will be good for business.

(Shoppers will like coming to the area.)

Litter looks bad.

Trash is not good for the environment.

Trash causes disease.

Cleaning up would be fun.

Cleaning up the park would make our

community proud.

Cleaning up would help trash collectors.

Store owners and businesses should help.

Here is my list of reasons that

support my opinion.

32

DRAFT

REVISE

PROOFREAD

PUBLISH

PREWRITE

R E A S O N - A N D - E X P L A N A T I O N C H A R T

Position Statement:

Reason:

Explanation:

Conclusion:

Reason:

Explanation:

Reason:

Explanation:

Reason:

Explanation:


your purpose and

audience?

■ Did you choose an

issue and decide on

your position?

■ Did you list reasons

and explanations that

support your opinion?

■ Did you organize your

reasons in a chart?

■ Did you arrange

your reasons in

a logical order?

■ Do you need to

find facts or do

any research?

Our community park should be cleaned up. opinion

A clean park will be good for business. opinion

Shoppers will come to the area. opinion

Litter is harmful to the environment. fact

Litter can pollute the water. fact

Cleaning up the park would be a opiniongood experience.

It’s fun to work together with opinionyour friends.

Cleaning up the park will build opinioncommunity pride.

People take care of their not surecommunity when they are proud of it.

Business owners should help opinionclean up the park.

Organize • Reasons and Explanations To plan your persuasive letter, you need to include

facts and opinions that support your position. A fact can

be proved to be true. An opinion cannot. As you write your

reasons and explain them, jot down whether each reason

is a fact or an opinion. Which ideas from her list did the

writer leave out?

PRACTICE AND APPLY

Plan Your Own Persuasive Writing


2. Brainstorm a list of topics and choose one.

3. Use the reason-and-explanation chart to organize your ideas.

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Persuasive Writing


▶ Writer’s Resources You may need to do research to support your position

in your persuasive letter. First, make a list of questions that

your audience might have about your topic. Then decide

which resources you will need to answer your questions.

▶ Use Parts of a Book Nonfiction books are useful resouces for a writer. These

books have different parts to help you find information. In

the front of the book, the title page tells you the book’s

title, author, and publisher. The copyright page tells you

the year the book was published. The table of contents

lists the titles of the chapters or main sections and the page

number on which each begins. In the back of the book, an

index lists all the topics in the book in alphabetical order.

What Else Do I

Need to Know?

What conditions affect where

people shop?

What problems does litter

create in the environment?


Information?

Interview shopkeepers and

community leaders.

Look in reference and other

nonfiction books, and

search the Internet.

INDEX

Litter

clean-up campaigns, 148

effects on environment,

122–123

water pollution, 139

STRATEGIES FOR USINGPARTS OF A BOOK

• Check the copyright page to make

sure the information is current.

• Check to see if the table of contents

contains the type of information you are looking for.

• If the table of contents is too general, look at the index

for specific topics.

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DRAFT

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PROOFREAD

PUBLISH

PREWRITE

Reason:

Explanation:

Reason:

Explanation:

Reason:

▶ Choose Reference Sources It is important to think carefully about your topic when

choosing reference sources. If you are writing about a local

issue, you might want to ask your community leaders for

information. If you need recent information to support facts

and opinions, use the Readers’ Guide to Periodical Literature

to find current magazine or newspaper articles. The Internet

can also help you find information to support your opinion

or position.

▶ Use Your Research After completing your research, add any new facts

to your reason-and-explanation chart. This writer found

information about neighborhood clean-up programs. She

also found more details about litter and the environment.

How did she change her chart?

PRACTICE AND APPLY

Review Your Plan

1. Look at your reason-and-explanation chart.

2. Jot down questions a reader might ask about the ideasyou listed in your chart.

3. Identify the resources you will need to find answers to your questions.

4. Add new facts that you gather to your chart.




Litter can pollute the water. factPeople, animals, and plants are healthier in unpoluted areas. fact

Cleaning up will help businesses nearthe park. opinion

I’ve read that people spend more time in placesthat are surrounded by trees, plants, and grass. fact

■ Did you list questions a

reader might have?


possible references?

■ Did you take notes and

list your sources?

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R E A S O N - A N D - E X P L A N A T I O N C H A R T

Position Statement:

Reason:

Explanation:

Conclusion:

Reason:

Explanation:

Reason:

Explanation:

Reason:

Explanation:

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Persuasive Writing

DraftDraft

Drafting

■ Remember purpose

and audience. Will

your letter persuade

your audience?

■ Did you state your

position clearly?

■ Did you include facts

and opinions to support

your reasons?

■ Did you save

your strongest

argument for last?

■ Did you end with

a logical conclusion?

Our community park should be cleaned up. opinion




Litter can pollute the water. fact

Cleaning up the park would be a opiniongood experience.

It’s fun to work together with opinionyour friends.

Cleaning up the park will build opinioncommunity pride.

People take care of their not surecommunity when they are proud of it. opinion

Business owners should help opinionclean up the park.

People, animals, and plants are healthier in unpoluted areas. fact

I’ve read that people spend more time in placesthat are surrounded by trees, plants, and grass. fact

Main idea for the last paragraph before my

conclusion: My strongest reason for cleaning

up the park.

Main idea for first paragraph: My

position on cleaning up the park

This reason is weak: I’ll drop this.

Cleaning up will help businesses nearthe park. opinion

Before you begin writing your persuasive letter, review

the chart you made. Think about writing a paragraph for

each reason you listed. Include details, especially facts,

that support each reason. Arrange your reasons in a logical

order. Save your strongest reason for last.

36

PREWRITE

REVISE

PROOFREAD

PUBLISH

DRAFT

PRACTICE AND APPLY

Draft Your Own Persuasive Letter

1. Review your prewriting chart.

2. State your position at the beginning of the letter.

3. Give your reasons in a logical order.

Look at the way this writer used the ideas in her reason-

and-explanation chart to write a first draft.

Dear mr. Stanley

There is a lot of litter in Midtown Park. We students are

hoping you can help us chang that for three reasons.

I’ve read that people spend more time in places

that are surrounded by trees, plants, and grass.

Since there are stores next to the park, it would help

business to clean up the land.

Also, litter is harmful to the environment. People,

animals, and plants are healthier in unpoluted areas.

Community pride is another good reason to help.

When citizens work together, they feel pride and take

care of their community

If you don’t mind, a volunteer will be calling soon to

see if you can donate some materials. Remember: Your

customers are depending on you to help. Your

community is also depending on you to help.

Sincerly

Patricia Perez

DRAFT

Third and strongest reason is stated and supported by opinion.

TECHNOLOGYBe sure that your reasons

are written in a logical

order with the strongest

one last. If not, use the

cut-and-paste features on

your computer to rearrange

sentences or paragraphs

in the order that will be

most convincing to your

audience.

Opinion is clearly stated.

First reason is stated and supported by opinion.

Second reason is stated and backed up by fact.

37

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clean downtown areas

Persuasive Writing

Revise

Elaborate One way to improve your writing is to elaborate. When

you elaborate, you add important facts, reasons, opinions,

and details that might be missing from your writing. When

you revise your persuasive letter, you may need to include

more reasons or details to prove your point. The facts and

details that this writer added make her arguments more

convincing.



Since there are stores next to the park, it would

help business to clean up the land.

The writer changed her wording to make her statement

more forceful. She also added specific information to

influence her reader.

Word Choice When you use persuasive writing, it is important

to understand how the words you choose can influence

your audience. In a persuasive letter, opinion words help

make your statements more convincing.

People, animals, and plants are healthier in

unpoluted areas.


Studies show

your is

your

Everyone knows that

the best

OPINIONWORDSI believe

I think

in my opinion

obviously

everyone

no one

ought

should

most

best

least

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PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Remember: Your

customers are depending

on you to help.

Your community is also

depending on you to help.

Remember: Your

customers and community

are depending on you

to help.

Better Sentences As you continue to revise your draft, check your

sentences to make sure they fit together well. Read the

sentences aloud. Have you combined sentences that repeat

the same idea about two different nouns? By combining

sentences with similar information about two different

nouns, you can avoid writing short, choppy sentences.

TECHNOLOGYFind out if your

classmates know how to

use the automatic letter-

formatting function or

other word-processing

shortcuts. Ask them to

explain and demonstrate

what they know.

PRACTICE AND APPLY

Revise Your Own Persuasive Letter

1. Add facts and opinions to explain your reasons and make them more convincing.

2. Include opinion words that will influence your audience to accept your position.

3. Make sure that each paragraph introduces a new reason to support your argument.

4. Grammar Should you combine sentences that repeat the same idea about two different nouns?

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Persuasive Writing


Now that you have made your best first effort, exchange

drafts with a partner. Your partner may have new ideas for

making your letter more interesting and persuasive.

Conferencing for the Reader■ Are the features of persuasive writing included in

your partner’s letter?

• writer’s opinion

• convincing reasons

• opinion words

• reasons presented in a logical order

• strongest argument last

■ Discuss what you like about your partner’s

writing as well as what needs revising.

You need an opening that

gets the reader’s attention.

Interesting! Could you tell me more about your

research?

Good point!

What do you need? Be specific.

Dear mr. Stanley












If you don’t mind, a volunteer will be calling soon

to see if you can donate some materials. Remember:

Your customers are depending on you to help. Your


Sincerly

Patricia Perez

Time-order and opinion words could make your

ideas flow better.

40

PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Revising

■ Have you made your

position clear?

■ Will your reasons

persuade your audience

to agree with you?

■ Have you included facts

and opinions?

■ Did you include opinion

words to make your

arguments stronger?

■ Did you use different

kinds of sentences in

each paragraph?

■ Is your conclusion

persuasive and logical?

When you revise your persuasive letter, think about

your partner’s suggestions. This writer used her partner’s

ideas to correct and improve several parts of her letter.

PRACTICE AND APPLY

Revise Your Own Persuasive Letter

1. Use the notes from your peer conference.

2. Take out unnecessary information from your draft.

3. Check that you have used the correct letter form.

REVISE

Have you noticed the

First, studies show clean downtown areas

your your

Everyone knows that

the best

Second

Third,

shovels, trash cans, gloves, and other

is

and community

Dear mr. Stanley
















Sincerly

Patricia Perez

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Persuasive Writing




Read your revised letter more than once. Look for a dif-

ferent kind of error each time you read. Remember: It is

easier to concentrate on one kind of error at a time.

• Check for correct capitalization in each part of your

letter. Each name and title before it, greeting, and

closing of a letter must begin with a capital letter.

• Check for correct punctuation in each part of your letter.

Be sure that you have used a colon after your greeting

and a comma after the last word in your closing.

• Check for spelling mistakes. Read slowly and carefully

rather than reading at your normal rate.

GRAMMAR

• Sentences with similar information about two different

nouns may be combined. Use the conjunction and or or to

join nouns in a sentence.

MECHANICS

• The greeting and the closing of a letter must begin with a

capital letter.

• A colon follows the greeting in a business letter.

• A comma follows the last word in the closing of a letter.

• In the inside address, a comma separates the name of a

city and state and the day and year in a date.

REVIEW THE RULES

SpellingWhen the /j/ sound is

spelled g, g is always

followed by e, i, or y, as

in the word change.

Once you have revised your persuasive letter, you will

need to proofread and edit it to find and correct any errors

in mechanics, grammar and usage, and spelling.

42

PREWRITE

DRAFT

REVISE

PUBLISH

PROOFREAD

Proofreading■ Did you use correct

letter capitalization

and punctuation?

■ Did you use correct end

punctuation?

■ Did you use the correct

form for a business

letter and indent your

letter correctly?

■ Did you spell all the

words correctly?

PROOFREADING MARKS

new paragraph

add

take out



Check the spelling.

Add a period.

Dear mr. Stanley
















Sincerly

Patricia Perez

Have you noticed the

First, studies show clean downtown areas

your your

Everyone knows that

the best

Second

Third,

shovels, trash cans, gloves, and other

is

and community

Notice the proofreading marks on the draft below.

What does the symbol mean? Why does the writer

replace places with clean downtown areas?

PRACTICE AND APPLY

Proofread Your Own Persuasive Letter

1. Correct spelling mistakes.

2. Check for correct letter form, including capitalization, punctuation, and formatting.

3. Use the Proofreading Checklist.

PROOFREAD

?change

unpolluted

Sincerely

43

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Persuasive Writing

Publish

The writer used the checklist to make sure her letter

was her best work. Read her letter. Discuss the writer’s

purpose and the strategies she used to achieve it. Do you

think the letter is convincing? Give reasons for your opinion.

❑ Did I make my position clear at the beginning of my letter?

❑ Did I put my reasons in a logical order with the strongest

argument last?

❑ Who is my reader? Will my arguments be convincing to

him or her?

❑ Did I get my reader’s interest at the beginning of my letter

and end with a persuasive conclusion?

❑ Did I include enough facts to support my reasons?

❑ Did I vary my sentences so they fit together well?

❑ Did I use opinion words to express my views and sway

my audience?

❑ Did I use correct capitalization for proper nouns?

❑ Did I proofread for correct letter punctuation and form?

❑ Did I correct all errors?

Persuasive Letter

Publish

Review your persuasive letter one more time to see if

you are ready to publish it. Follow the checklist below to

help you decide if your work is ready to share.

44

PREWRITE

DRAFT

REVISE

PROOFREAD

PUBLISH

Park Ridge School 4617 Cedar Drive Bellaire, TX 77401 November 12, 20—

Central Hardware Company3144 Bell BoulevardBellaire, TX 77401

Dear Mr. Stanley:

Have you noticed the litter in Midtown Park? We students are hoping you can help us change that for three reasons.

First, studies show that people spend more time in clean downtown areas that are surrounded by trees, plants, and grass. Since your store is next to the park, it would help your business to clean up the land.

Second, litter is harmful to the environment. Everyone knows that people, animals, and plants are healthier in unpolluted areas.

Third, community pride is the best reason to help. When citizens work together, they feel pride and take care of their community.

If you don’t mind, a volunteer will be calling soon to see if you can donate shovels, trash cans, gloves, and other materials. Remember: Your customers and community are depending on you to help.

Sincerely,

Patricia Perez

TECHNOLOGYLearn to use your

computer and printer to

address an envelope.

Select the envelope

formatting option and

type in the receiver’s

address and your return

address. Ask someone

to help you position the

envelope in the printer.

PRACTICE AND APPLY

Publish Your Own Persuasive Letter

1. Check your revised draft one last time.

2. Make a neat, final copy of your draft.

3. Address an envelope and add your return address.

45

Writing Rubric

46

Persuasive Writing

Score Description

4Excellent

■ presents a focused, clear opinion with supporting details■ presents reasons in a logical order, with strongest reason last■ encourages readers with a strong opinion and personal tone■ uses many well-chosen opinion words■ uses a variety of sentence types■ is free or almost free of errors

3Good

■ presents a clear opinion with supporting details■ presents reasons for an opinion in a logical order■ makes a strong attempt at using a personal tone to present

opinions ■ uses several well-chosen opinion words■ uses a variety of sentence types■ has minor errors that do not confuse the reader

2Fair

■ attempts to present an opinion, but supporting details are few or weak

■ presents reasons for the opinion, but not in the most logical order

■ does not communicate a personal opinion and uses little personal tone

■ uses only one or two opinion words■ sentences are choppy or run together■ makes frequent errors that confuse the reader

1Unsatisfactory

■ does not present an opinion■ misses reasons or presents them in a confusing order■ lacks any personal tone that might engage the reader■ does not use opinion words■ uses run-on sentences and sentence fragments■ makes serious and repeated errors


Literature Models

3UnitUnitFictional Narrative:

A Story

47

Literature Models

ANDWRITETH NK

PurposeWhy do you think

people write and tell

stories? Write your


Fictional Narrative: A Story

Have you ever written a story that you created yourself?

If so, your story probably had a setting, characters, and a

plot with a problem that is solved at the end. In some ways,

a story is like a personal narrative. However, a story is a

work of fiction. It is a narrative that a writer creates from

his or her imagination. Like a personal narrative, the main

purpose of a fictional narrative is to entertain an audience.

Learning from Writers Read the following examples of fictional narrative. Why

do you think the authors wrote these stories? As you read,

look for phrases that build excitement or add suspense.

A New CoachBack in class, Mariah felt she couldn’t stand the suspense

any longer. Game time was only twenty minutes away. Just as she

was about to ask if anybody had been chosen to play, Brandon

beat her to it. He would, she thought. He’s so smart.

“Mrs. Floyd, are we in the game today?”

“I was beginning to wonder if anybody was interested,” Mrs.

Floyd answered in a teasing voice.

The class groaned. Mariah let out a low “Aw, no.”

Mrs. Floyd went on. “We have three players from our room—

Cynthia, Brandon, and Nikki.”

Mariah felt everybody’s eyes on her. Her stomach felt

weak. . . . She heard the cheers for her classmates. But she was

so stunned by not having been chosen, she didn’t pay any atten-

tion to what else her teacher was saying.

“Even though she’s small, she has what in volleyball is called

good hands. She hits and passes well. . . . She moves fast and

many times jumps almost as high as she is tall. A hard worker,

one hundred percent dedicated to the game, the fifth grade coach,

Mariah Metcalf, Room 111!”

The room exploded with cheers. Mariah couldn’t believe it.

Coach of all fifth grade rooms!

—Mildred Pitts Walter, from Mariah Loves Rock

48

Literature Models

A Narrow Escape

Each wave smashing against the cliffs threw showers of spray into the air. The two children scrambling across the slippery rocks were soaked by the morning spray.

“I can see it now!” shouted Jenny, straining to be heard above the roar of the ocean. She clambered down the steep rock into a shallow pool that was sheltered from the raging sea. Her brother Ben followed.

“Are the flashlights still working?” he asked. Two beams of light pierced the gloom. “Then, let’s go,” said Ben. They waded into the small opening.

Hidden behind a ridge in the wall was a narrow gap. The children squeezed into a tight, twisty passage of rock.

Ben and Jenny rushed along the passage, finally emerging on the other side. “We made it before high tide,” yelled Jenny.

“We’re lucky, Sis,” Ben smiled.—Iris Begay


1. Who is the main character in “A New Coach”?

2. What is the setting in“A Narrow Escape”?


3. How did the author of “A New Coach” use dialogue to describe the characters?

4. What words did the author of “A Narrow Escape” use to help you picture the setting?

PRACTICE AND APPLY

5. Reading Across Texts Compare the two literature models. Write about the problem in each model and how it is solved at the end.

49

Literature Models

Features of a Story

▶ Beginning, Middle, and End Reread “A New Coach” on page 48. Notice the way the

story begins and ends.

Back in class, Mariah felt she couldn’t stand the

suspense any longer. . . .

The room exploded with cheers. Mariah couldn’t believe

it. Coach of all the fifth grade rooms!

Think about the way the author builds excitement and

suspense. Notice that the exclamation makes you realize

how happy Mariah felt at the end. How does the ending let

you know what happens?

▶ Setting Setting is an important part of “A New Coach.” How

do the following sentences help you understand where and

when the story takes place?

Back in class, Mariah felt she couldn’t stand the suspense

any longer. Game time was only twenty minutes away.

This sentence explains that the characters are in class

anxiously waiting for a sporting event to begin. The story

also takes place in the present.

A story is a fictional narrative that a writer creates from his or

her imagination. A good story:

▶ has an interesting beginning, middle, and end.

▶ describes a setting, telling when and where a story takes

place.

▶ has characters that move the action along.

▶ has a plot with a problem that is solved at the end.

▶ often uses dialogue.

GUIDELINES

50

Literature Models

▶ Characters The thoughts, words, and deeds of characters help move

the action of the story along. The sentences below describe

the actions of two characters.

Just as she was about to ask if anybody had been

chosen to play, Brandon beat her to it. He would, she

thought. He’s so smart.

What do you learn about Brandon from his action?

Notice that Mariah’s thoughts about him help you to see the

character. They also help describe Mariah.

▶ Plot A good story has a strong plot, or sequence of events,

that introduces a problem that is solved at the end.

But she was so stunned by not having been chosen,

she didn’t pay any attention to what else her teacher

was saying.

How does the sentence show you the story’s problem?

▶ Dialogue Read the teacher’s words at the end of “A New Coach.”

“A hard worker, one hundred percent dedicated to the

game, the fifth grade coach, Mariah Metcalf, Room 111!”

How does the dialogue tell you that the problem is solved?

PRACTICE AND APPLY

Create a Story Map

1. List the features of writing a good story.

2. Reread “A Narrow Escape” by Iris Begayon page 49.

3. How does the writer use dialogue to tellher story?

4. Fill in the story map.

5. Write how the problem is solved at the end.

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Prewrite

A Story

Prewrite

ANDWRITETH NK

AudienceHow will your audience

affect the way you plan

and write your story?

Write your ideas in

your journal.

Here are some ideas for my story.

A fictional narrative comes from the writer’s

imagination. A good story has a strong setting, characters,

and a plot, or series of events. At the center of the plot is a

problem, or conflict, that the main character tries to solve

by the end of the story.

Purpose and Audience The purpose of writing a story is to use your imagination

to entertain your readers, or audience.

Before writing, think about the members of your

audience. Who will be reading or listening to your story?

Think about the kind of story that will amuse them. What

will make them smile? What will amaze them?

Choose a Topic Start by brainstorming a list of possible topics.

You might think about experiences that have happened

to someone you know, or just use your imagination.

Then choose the topic that you feel will make the most

interesting story for your audience.

After choosing a topic, explore ideas by making a list

of events of the plot. Your events will need to include a

problem and its solution. Also, list characters and a setting.

Later, you will organize your ideas.

My Story About Boy Inventor

Boy likes to experiment with

chemistry set.

Boy’s mother’s flowers die.

Boy tries to find answer to

why flowers die.

Boy solves problem with

secret formula.

Boy wins a prize.

Boy invents new things.

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S T O R Y M A P

Title:

Setting:

Characters:

Problem:

Events

Solution:

The Secret Recipe

Basement and garden of a home

Boy named Aaron Stickley—a chemistry buffHis mother—the family gardener

Mother’s flowers keep dying, and Aaron wants to help her.

1. Mom complains about flowers.

2. Aaron wants to help somehow.

3. He will use his chemistry set to help Mom.

4. He creates a secret recipe.

5. He puts it on his mother’s flowers.

The recipe works, and his mother is happy.


your purpose and

audience?

■ Did you choose a

good topic and explore

ideas?

■ Did you think about the

characters and setting

of your story?


ideas in a story map?

■ Have you checked

the order of events

and arranged them

according to a

beginning, a middle,

and an end?

■ Do you need to do any

research?

Organize • Story Elements The characters, setting, and plot events depend on one

another to make a complete story. To put all the “pieces”

of a story together, you can use a story map. Not all your

ideas may be needed to tell your story. What ideas from

her list did this writer leave out of her story map?

PRACTICE AND APPLY

Plan Your Own Story


2. Brainstorm ideas for a topic, and choose one.

3. Explore ideas for characters, setting, and events.

4. Use the story map to organize your ideas.

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A Story


▶ Writer’s Resources You may have to do research to get more information

for your fictional narrative. For example, what do you need

to know about wildflowers or chemistry to write your

story? First, make a list of questions. Then decide which

resources you will need in order to answer them.

What Else Do I

Need to Know?

What are some different

kinds of flowers?

Could ingredients from a

chemistry set really be used

to make fertilizer?


Information?

Visit a library or a media

center to do research.

Look in a card catalog for

information, or do an

online search.

▶ Visit a Library or a Media Center A library or a media center can provide a variety of

sources, such as books, videos, audio recordings, and

CD-ROM materials. The online card catalog can help you

find these materials. Suppose that you knew the title of a

book about wildflowers. Here is how you would search for

it in an online catalog in the library.

Welcome to the Online Public Access Catalog

SEARCH

Press A to search by AUTHOR’S NAME

Press B to search by TITLE

Press C to search by SUBJECT

Press D to search for items with a particular

KEYWORD or words

anywhere in the author’s

name, title, or subject

Press E to enter Advanced Search Mode

Press F to search by CALL NUMBER

Press G for Other Search Options

Press A-G or a Command Key

TITLE SEARCH: A Book of WildflowersKelvin, P.C. — A Book of Wildflowers

CALL NUMBER: J582.13AUTHOR: Kelvin, P.C.TITLE: A Book of Wildflowers by P.C. Kelvin, illustrated by Joyce WongPUBLISHED: New York: Voyager Press

©1999PAGING: 30p.; ill. (col.); 23 cm.ANNOTATION: An introduction to the many

varieties of wildflowersLIBRARY HOLDINGS at: Mainview Lib.Call Number J582.13 ON SHELF

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Solution:

■ Did you list your

questions on

index cards?


possible resources?

■ Did you take notes

or print out helpful

information?

▶ Use a Card Catalog As you know, when visiting the library, you can use

the card catalog to find books that will help you in doing

research for your story. These cards can be found in

drawers or online. Each library book usually has three

cards in the card catalog: the author card, the title card,

and the subject card. Each of these cards gives the same

information about the book, but in a different order.

You use the author card when you know the author of

the book but not the title. You use the title card when you

know the name of the book but not who wrote it. You use

the subject card if you do not have any authors or titles in

mind but are looking for a book on a particular topic. The call

number tells you where to find the book on the library shelf.

▶ Use Your Research New information gathered from your research can be

added to your story map. This writer found some flower

names and other information during her research. How did

she change her map?



snapdragons and tea roses

the liquid

PRACTICE AND APPLY

Review Your Plan

1. Look at your story map.

2. List questions you have about events in your story.

3. Look in the card catalog in the library or media center to identify the resources you will need to find answers.

4. Add new information you gather to your story map.

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A Story

Draft

Drafting

■ Is your story well

suited to your purpose

and audience?

■ Have you introduced the

characters, setting, and

problem of the plot?

■ Are the events in your

story arranged in a

logical order?

■ Did you include

dialogue that sounds

like something the

characters would say?

■ Does the ending of your

story solve the problem

in the plot?

Draft

S T O R Y M A P

Title:

Setting:

Characters:

Problem:

Events

Solution:

The Secret Recipe

Basement and garden of a home

Boy named Aaron Stickley—a chemistry buffHis mother—the family gardener

Mother’s flowers keep dying, and Aaron wants to help her.

1. Mom complains about flowers.

2. Aaron wants to help somehow.

3. He will use his chemistry set to help Mom.

4. He creates a secret recipe.



Before you begin writing your story, review the story

map you made. Identify the beginning, middle, and end of

your story. Consider making a paragraph for each. Also,

think about the characters’ dialogue. You will need to put

each new speaker’s words in a separate paragraph.

Middle: Add dialogue to tell what characters are thinking and feeling.

Beginning: Introduces characters, setting,

and problem

Ending: Boy solves problem.

snapdragons and tea roses

the liquid

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DRAFT

Notice how this writer used the ideas in her story map to

write a first draft. She began by introducing the characters

and setting in her first paragraph. The writer also used

dialogue to express the characters’ thoughts and feelings.

First paragraph introduces characters and setting.

Dialogue helps state the problem and makes the characters and events come to life.

TECHNOLOGYGive your document

a name that you will

remember. You may

wish to include the word

draft in the name.

Strong, funny ending

Gives a possible solution to the problem in the story

PRACTICE AND APPLY

Draft Your Own Story

1. Review your story map.

2. Introduce characters, setting, and a problem.

3. Give events in the order they happened.

4. Use dialogue to describe characters.

The Secret Recipe

Aaron Stickley was experimenting. Suddenly, he

heard his mother groan from their backyard.

“What’s the matter, Mom.” Aaron asked. “My

flowers won’t grow” Aaron’s Mother said.

That’s all Aaron needed to hear. Soon he had

made a concoction. he knew this would solve his

mother’s problem.

Aaron’s mother looked doubtful, but she fed the

flowers with the liquid, anyway.

Aaron and his mother checked the flowers the

snapdragons were blooming and tea roses covered the

fence. “You’re amazing,” his mother exclaimed.

Aaron smiled and thought, “Gee thanks, Mom.

Just wait until you need help growing tomatoes!”

DRAFT

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A Story

Revise


you elaborate, you add important ideas and details that

will make your writing clearer and more interesting. When

you revise your story, you may need to add more vivid and

descriptive language.

The details that the writer added lets the reader “see”

the setting, characters, and events in the story.

Aaron Stickley was experimenting.conducting chemistry experiments in the basement

Aaron and his mother checked the flowers

“My flowers won’t grow” Aaron’s Mother said.

That’s all Aaron needed to hear. Soon he had made

a concoction. he knew this would solve his mother’s

problem.

The next morning,

Word Choice When you are writing, it is important to choose just the

right words for your topic and audience. Vivid verbs and

vivid adjectives help give exact meaning and also make a

story come alive..

replied

The writer added the fact that Aaron and his mother

checked the flowers the next morning to help readers

follow the sequence of events in the story.

DIALOGUEWORDSsaid

replied

asked

cried

announced

answered

remarked

exclaimed

suggested

responded

stated

whispered

stirred up

bubbling “This is your answer, Mom,” Aaron announced.

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Better Paragraphs As you continue to revise your draft, check to be

sure that you have used a new paragraph each time the

speaker changes. Also check to see that each paragraph

without dialogue contains a group of related ideas. By

indenting your paragraphs, you are signaling to your reader

that here is a “chunk” of related material.




snapdragons were blooming and tea roses covered

the fence.

PRACTICE AND APPLY

Revise Your Own Story1. Add dialogue to bring your characters to life and to

make your story more interesting.

2. Group related thoughts into paragraphs.

3. Grammar Did you begin a quotation with a capital

letter and use quotation marks around a speaker’s

words?

wildly

syripy

The next morning,

TECHNOLOGYDo you sometimes forget

to indent paragraphs?

Many word-processing

programs allow you to

set margins so that the

first line of a paragraph

indents automatically.

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A Story


Get a different view of your writing. Exchange drafts

with a partner. Someone else may have some fresh ideas

or suggestions that you haven’t thought of yourself.

The Secret Recipe



“What’s the matter, Mom.” Aaron asked.

“My flowers won’t grow.” Aaron’s Mother said.



mother’s problem.






Aaron smiled and thought, “Gee thanks, Mom. Just

wait until you need help growing tomatoes!”

Conferencing for the Reader■ Are features of a story included in your partner’s draft?

• strong beginning, middle, and end

• interesting characters, setting, and plot

• problem that’s solved at the end

• descriptive words

• dialogue

• strong ending

■ Make sure to tell your partner what you like about his or

her work, as well as what you think needs improvement.

I think your title could

be better.

Good beginning—include more

details about the character.

Can you describe

this in more vivid detail?

I like this ending. It’s funny!

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The Secret Recipe




flowers won’t grow” Aaron’s Mother said.



mother’s problem.






Aaron smiled and thought, “Gee thanks, Mom.


Revising

■ Will your story

entertain your

audience?

■ Do you need to

elaborate on any part

of your story to make

your ideas clearer?

■ Did you choose words

that describe?

■ Did you write the events

in the correct order?

■ Do your sentences flow

together naturally?

■ Did you add an

interesting title?

Before you revise your story, think about the comments

and suggestions your conferencing partner gave you. This

writer made some changes based on her partner’s ideas.

REVISE

Brainy conducting chemistry experiments in the basement

stirred up

syripy

a sea of pink waves the massive

clung to the fence for dear life

PRACTICE AND APPLY

Revise Your Own Story1. Read your draft aloud, or have your partner read it to

you. Listen for the rhythm and flow of your sentences.

2. Use the notes from your peer conference to help

improve your draft.

3. Replace plain words with more vivid language.

4. Add a title that will “grab” your audience’s interest.

replied

A Growing Problem

bubbling “This is your answer, Mom,”

The next morning,

wildly

Aaron announced.

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A Story


After you have revised your story, you will need to

proofread and edit it to find and correct any mistakes in

mechanics, grammar and usage, and spelling.

TECHNOLOGYRemember that a spell

checker cannot catch

misused words that are

spelled correctly. If you

type the instead of they,

the mistake will not be

caught. Also, a spell

checker may not catch

misspelled names.


• Reread your revised paper. Look for a different type of

error each time you read.

• Read each sentence and paragraph for correct

capitalization and punctuation. Pay special attention to

where dialogue appears.

• Check that you have indented your paragraphs. Make

sure you have indented to show when a different

character is speaking.

• Check for spelling mistakes. Use a dictionary or a spell

checker to check for errors.

GRAMMAR

• The tense of a verb tells whether the action takes place in

the present, past, or future. An irregular verb is a verb that

does not add -ed to form the past tense. The spelling of

the verb changes to form the past tense.

MECHANICS

• Capitalize the first word of a direct quotation. A direct

quotation gives a speaker’s exact words.

• Use a comma to set off a direct quotation from words such

as he said or she said.

• Use quotation marks before and after a direct quotation.

• Place a period or a comma inside closing quotation marks.

• Place a question mark or an exclamation mark inside the

quotation marks when it is part of the entire sentence.

REVIEW THE RULES

Go to pages 138–169 to review other rules.62

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PROOFREADPROOFREAD

Proofreading■ Did you spell all your

words correctly?

■ Did you begin and

end dialogue with

quotation marks?

■ Did you capitalize

the first word of a

direct quotation and

end with the correct

punctuation mark?

■ Did you indent each

paragraph?

PROOFREADING MARKS

new paragraph

add

take out



Check the spelling.

Add a period.

The Secret Recipe




flowers won’t grow.” Aaron’s Mother said.



mother’s problem.






Aaron smiled and thought, “Gee, thanks, Mom.


Brainy conducting chemistry experiments in the basement

stirred up

syripy

a sea of pink waves the massive

clung to the fence for dear life

replied

A Growing Problem

bubbling “This is your answer, Mom,”

The next morning,

wildly



writer want to start a new sentence?

?

PRACTICE AND APPLY

Proofread Your Own Story

1. Correct any spelling errors.

2. Include correct capitalization and punctuation for

dialogue.

3. Use the Proofreading Checklist.

Aaron announced.

syrupy

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A Story

PublishPublish

Before you publish your story, review your writing one

last time. A checklist can help you focus on your work.

❑ Who was my audience? Did I write in a way that will

interest them?

❑ What was my purpose in telling this story? Will my audience

be entertained?

❑ Did I begin and end my story in an interesting way?

❑ Did I include enough details so that my audience can “see”

my characters, setting, and events?

❑ Did I make my sequence of events clear?

❑ Does my ending include the solution to the problem?

❑ Did I use long and short sentences to make my writing

more interesting?


Fictional Narrative

The writer used the checklist to review her story. Read “A

Growing Problem” and discuss the writer’s published work.

Do you think it was ready to publish? Why do you think so?

64

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A Growing Problemby Dara MacKenzie

Brainy Aaron Stickley was conducting chemistry

experiments in the basement. Suddenly, he heard his

mother groan from their backyard.

“What’s the matter, Mom?” Aaron asked.

“My flowers won’t grow,” Aaron’s mother replied.

That’s all Aaron needed to hear. Soon he had stirred

up a bubbling concoction. “This is your answer, Mom,”

Aaron announced.


flowers with the syrupy liquid, anyway.

The next morning, Aaron and his mother checked

the flowers. The snapdragons were a sea of pink waves,

and the massive tea roses wildly clung to the fence for

dear life. “You’re amazing,” his mother exclaimed.

Aaron smiled and thought, “Gee, thanks, Mom. Just

wait until you need help growing tomatoes!”

TECHNOLOGYExperiment with

different font styles. Use

a font that goes with the

humorous mood of your

story, but be sure it is

easy to read.

PRACTICE AND APPLY

Publish Your Own Story

1. Check your draft one last time.

2. Make a neat, final copy.

3. Make sure the title and your name are easy to read.

4. Add a border, pictures, or a cover.

65

Writing Rubric

66

Fictional Narrative: A Story

Score Description

4Excellent

■ creates an entertaining, imaginative story■ moves readers through an engaging beginning, middle, and end■ uses a clear and believable voice and unique narrative style■ uses rich, precise language, including figurative language■ includes a variety of sentences that have rhythm and flow ■ is free or almost free of errors

3Good

■ creates an imaginative, interesting story■ has a well-planned plot with a clear beginning, middle, and end■ uses an original voice that is consistent with plot and characters■ uses clear and concise language with both new and everyday

words■ includes both simple and compound sentences■ has minor errors that do not confuse the reader

2Fair

■ creates a fairly imaginative story with some details about character and plot

■ has a confusing narrative■ attempts a narrative voice but does not engage or entertain the

reader■ uses ordinary words that sometimes repeat■ lacks sentence variety■ makes frequent errors that confuse the reader

1Unsatisfactory

■ creates a story lacking in imagination■ presents story details in a confusing, illogical manner■ does not use a distinct narrative voice■ uses words that are either incorrect or unrelated to the story■ contains confusing run-on sentences and sentence fragments■ makes serious and repeated errors


Literature Models

4UnitUnitExpository Writing:

Research Report

67

Literature Models

ANDWRITETH NK

PurposeWhy do you think it

is important to give

facts and information

in a magazine

article? Write a brief

explanation.

Expository Writing

Have you ever written interesting facts about a person,

place, or thing? Your factual account was an example of

expository writing. Expository writing presents readers with

important research and information about a topic.

Learning from Writers Read the following examples of expository writing.

What important facts do they tell about the topic? As you

read, notice how each author introduces the main idea and

develops it with facts and supporting details.

Catching Up with Lewis and ClarkLewis and his best friend, Clark, left St. Louis in May

1804 with a party of 42 men. They never found the water

route, but they became the first U.S. citizens to see many

of America’s wonders—the endless Great Plains, the jagged

Rocky Mountains, and the glistening Pacific. They faced many

hardships and dangers, including bear attacks and bitter

cold. In Great Falls, Montana, they carried heavy canoes for

weeks around waterfalls under the hot sun. At times they had

little food to eat and almost starved.

More than 500 days and 4,000 miles after they had

set out, Lewis and Clark reached the Pacific. “Ocían in view!

O! the joy!” wrote Clark in his journal. (Clark was smart and

brave, but not a very good speller.)

The explorers kept superb maps and diaries. They were

the first to describe 122 kinds of animals and 176 plants,

and to meet many native tribes. But they left barely a trace

behind at their campsites. That makes it hard for historians

to say “Lewis and Clark were here!”

—from “Catching Up with Lewis and Clark,”

in Time for Kids

68

Literature Models


1. What is the main idea of each paragraph in “Catching Up with Lewis and Clark”?

2. What is the most important information in “The Lewis and Clark Expedition”?


3. How did the author of “Catching Up with Lewis and Clark” support his main ideas?

4. How did the author of “The Lewis and Clark Expedition” summarize her information in the conclusion?

PRACTICE AND APPLY

The Lewis and Clark Expedition

Traveling across a land with no roads and no maps, two young men explored a vast unknown territory. After two and a half years, the young adventurers returned from their eight-thousand-mile journey. Lewis and Clark had tales to tell.

Thomas Jefferson chose Lewis and Clark to lead an expedition of 42 men to explorethe land west of the Mississippi. The group left St. Louis in May 1804.

The explorers struggled hard; however, in November 1805 they reached the Pacific Ocean. After spending the winter there, they began their return trip.

The members of the expedition had been given up for lost, but they arrived back at St. Louis in September 1806. They brought with them glowing reports of the land and the Native American groups who had helped them on their journey. —Teresa Jiménez

5. Reading Across Texts Compare the introductions and the conclusions of the two literature models. How are they alike and different?

69

Literature Models

Features of Expository Writing

▶ Main Idea and Supporting Details Reread “Catching Up with Lewis and Clark” on page

68. What is the main idea of the article? What facts and

supporting details tell about the main idea?

Lewis and his best friend, Clark, left St. Louis in May

1804 with a party of 42 men.

This sentence from the first paragraph tells you the main

focus of the selection. The facts and details in the rest of the

selection help explain what happens to the explorers after

they leave St. Louis.

▶ Important Information You can use expository writing to share important

information with your audience. What important information

does the author share in this sentence?

They were the first to describe 122 kinds of animals and

176 plants, and to meet many native tribes.

This sentence gives you specific information about the

discoveries that Lewis and Clark made during their journey.

Expository writing gives facts and information about a topic.

Good expository writing:

▶ introduces the main idea and develops it with facts and

supporting details.

▶ gives important information about a specific topic.

▶ summarizes research from a variety of sources.

▶ uses transition words to connect ideas.

▶ draws a conclusion based on the facts and information

presented.

GUIDELINES

70

Literature Models

▶ A Variety of Sources To present the most accurate and complete information

about your topic, it is important to summarize facts and

details from a variety of sources. Where might the author

have researched this information?

“Ocían in view! O! the joy!” wrote Clark in his journal.

The author could have used encyclopedias, books,

documentaries, and Clark’s own journal to gather information.

▶ Transition Words To help your readers clearly understand important

information, you need to use transition words that connect

the events and ideas in your writing. Words such as at times,

after, and however help you connect ideas.

More than 500 days and 4,000 miles after they had set

out, Lewis and Clark reached the Pacific.

What transition word did the author use?

▶ A Conclusion The author ends “Catching Up with Lewis and Clark” by

drawing a conclusion.

That makes it hard for historians to say “Lewis and

Clark were here!”

On what information does the author base this conclusion?

PRACTICE AND APPLY

Create a Main Idea and Supporting Details Chart

1. Reread “The Lewis and Clark Expedition” byTeresa Jiménez on page 69.

2. Create a Main Idea and Supporting Details chart.

3. Write the main idea of the piece at the bottom of the chart. Then list the supporting details.

4. What kinds of sources do you think Teresa usedto find her information?

PR

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ANDWRITETH NK

AudienceWhat kind of

information will you

give an audience who

knows something

about your topic? Write

your ideas in your

journal.

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Expository Writing: Research Report

Prewrite

Expository writing presents facts about a particular

topic. You can use expository writing to share important

information with your readers. Often, this information is in

the form of a research report.

Purpose and Audience The purpose of expository writing is to give your

readers information. In this way, expository writing lets

you share important facts and ideas with your audience.

Before you begin to write, think about your audience.

How will you present your ideas? Once you have chosen

your topic, consider what your audience already knows

about it. This will help you decide the kind of information

to include in your report.

Choose a Topic Start by brainstorming a list of topics. Focus on topics

you have read or heard about in school or at home, or have

seen on a television news program. Consider both past and

current events. Then choose a topic.

Once you have chosen your topic, explore ideas. Make a

list of facts. Later, you will organize these facts in an outline.

This is how I explored my ideas.

The First Thanksgiving

Thanksgiving is a national holiday in November.

Pilgrims had the first Thanksgiving.

Pilgrims traveled from England to New England.

They wanted to be free to practice their religion.

They wanted a better life.

They had a hard time living in New England.

Native Americans helped the Pilgrims.

Pilgrims had a feast to celebrate their harvest.

They shared the feast with Native Americans.

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O U T L I N E

■ Did you think about your

purpose and audience?

■ Did you choose a topic

that will interest your

readers?

■ Did you identify the

main points you want to

present?

■ Did you group together

similar facts and

details?


ideas in an outline?

■ What kind of research

do you need to do

to gather important

information?

PRACTICE AND APPLY

Plan Your Expository Writing


2. Brainstorm a list of possible topics.

3. Choose a topic and explore ideas.

4. Use an outline to organize facts and ideas.

Organize • Outlining The facts and details in expository writing are organized

around an introduction, a body, and a conclusion. The

introduction tells the main idea of the topic. The body

develops the topic, and the conclusion summarizes the

information. Notice that the writer does not include all the

items on his list.


I. Introduction

A. Pilgrims had the first Thanksgiving.

II. Moving to New England

A. Pilgrims traveled from England to New England.

1. Settled Plymouth Colony

B. They wanted a better life.

III. Life in New England

A. Pilgrims had a hard time living in New England.

1. Not enough food

B. Native Americans helped the Pilgrims IV. Conclusion

A. Pilgrims had a feast to celebrate their harvest.

B. They shared the feast with Native Americans.

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1605

1610

1615

1620

▶ Writer’s Resources To get more information for your report, you will have

to do research. First, write questions to guide you. Then

decide which resources you will need to answer them.

What Else Do I

Need to Know?

When did the first

Thanksgiving take place?

Why did the Pilgrims start a

new colony?

Where Can I Find

the Information?

Read a historical time line.

Watch documentaries and

videos about the topic.

▶ Use a Time Line You can discover when an event took place by looking

at a time line. A time line is a diagram that shows when a

series of events took place. Time lines help you keep track

of the order of events.

The time line below shows some of the important

events that led to the Pilgrims’ decision to start the

Plymouth Colony. It also shows the events that led to the

celebration of the first Thanksgiving.

1610

Pilgrims start new life

in Holland to practice

their religion

1606

Pilgrims separate from

Church of England

1619

Unhappy in Holland,

Pilgrims make plans

to start American

colony

1620

Pilgrims sail from Plymouth,

England, to start Plymouth

Colony; suffer harsh first winter

1621

With help from Native

Americans, Pilgrims

survive and celebrate

first Thanksgiving

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PREWRITE

■ Did you list questions

about your topic?

■ Did you identify possible

resources?

■ Did you take notes about

the facts you read?

▶ View Documentaries and Videos Documentaries and videos can be helpful sources of

information. These visuals can provide important facts and

interesting details to include in your writing. Be sure to

take notes or draw quick sketches of what you see.

▶ Use Your Research After completing your research, add any new facts to

your outline. This writer learned important information

from the time line. He also learned about the Pilgrims’ first

year in New England by looking at historical videos and

documentaries.

I. Introduction








1. Not enough food

B. Native Americans helped the Pilgrims 1. Met Squanto in March 1621 2. He taught Pilgrims to fish and plant crops.

PRACTICE AND APPLY

Review Your Plan

1. Look at your outline.


3. Identify the resources you will need.

4. Gather facts from a variety of sources.

5. Add new facts to your outline.

2. Landed in 1620

2. Many Pilgrims died.

1. Freedom to practice their religion

in 1621

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Draft

Drafting

■ Remember your purpose

and audience.

■ Give important

information about a

specific topic.

■ Be sure that your facts

and details in each

paragraph support the

main idea.

■ Write a strong

introduction, body,

and conclusion.

■ Draw a conclusion

based on the facts and

details you presented.

O U T L I N E

Before you begin writing your report, review the outline

you have made. Plan to make a paragraph for each idea

that is indicated by a Roman numeral. The facts marked

with capital letters and the details indicated by numbers

should support the main idea of each paragraph.

Main idea for second paragraph: Moving to

New England

Main idea for report: Pilgrims had the

first Thanksgiving

Main idea for third paragraph: Life in

New England


I. Introduction








1. Not enough food

B. Native Americans helped the Pilgrims 1. Met Squanto in March 1621 2. He taught Pilgrims to fish and plant crops.IV. Conclusion

A. Pilgrims had a feast to celebrate their harvest.

B. They shared the feast with Native Americans.

in 1621

2. Landed in 1620

2. Many Pilgrims died.

1. Freedom to practice their religion

1. Three-day feast

The last paragraph will be my

conclusion.

Draft

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Many experts beleive that the first Thanksgiving

took place in the Plymouth colony in 1621.

In the video Journey to Freedom, Robert Nang

explains how the Pilgrims made the long journey to

New England in 1620. It was a hard journey.

Mr Nang shows that the Pilgrims worked hard in

the Plymouth colony to make a new life. Unfortunately,

with little food or help, many Pilgrims died. In March

of 1621, help arrived. A Native american man named

Squanto taught the Pilgrims how to fish. He taught

them how to plant corn and other new crops. With

Squantos help, the fall brought a great harvest

The Pilgrims were thankful for the harvest. They

held a three-day feast. They invited some Native

Americans to help them celebrate.

This writer used the ideas in his outline to write a

first draft. He stated the main idea of his report in a topic

sentence. The writer added details about Squanto and

the Pilgrims. He referred to a video to show the source of

his facts.

DRAFT

PRACTICE AND APPLY

Draft Your Expository Writing

1. Review your prewriting outline.

2. State the main idea of the report in a topic sentence.

3. Write events in the order in which they happened.

4. Use facts and details to support your main ideas.

TECHNOLOGYIf you typed the outline

on the computer during

prewriting, use the same

document to begin your

writing. Be sure each item

in the outline is a full

sentence in your draft.

Topicsentence of report

Main idea of paragraph: Life in New England

Includes facts from a reliable source

Supporting details tell how Squanto helped the Pilgrims to survive.

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Revise

Elaborate One way to improve your writing is to elaborate.

When you elaborate, you add important ideas, facts, and

details that might be missing from your writing. When you

revise your expository writing, you may need to tell more

information about key events.

The information that this writer added lets the reader

know when an event happened.

Unfortunately, with little food or help, many Pilgrims

died.that first winter

The writer added a fact to make clear which Native

Americans were invited to the celebration.

They invited some Native Americans to help them celebrate.Squanto and some of his friends

Word Choice When you are writing an expository piece such as a

research report, it is important to choose the right words

for your topic and audience.

In expository writing, you need to find words that will

help you order your information and connect your ideas.

These words are called transition words.

In March of 1621, help arrived. A Native american man

named Squanto taught the Pilgrims how to fish. He

taught them how to plant corn and other new crops.

With Squantos help, the fall brought a great harvest

TRANSITIONWORDShowever

yet

in fact

for example

as a result

because

therefore

so that

fortunately

now

then

finally

In fact,

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Better Paragraphs As you revise your draft, check your paragraphs to

make sure they fit together well. Read the paragraphs aloud.

Do the details in each paragraph support the main idea?

Does the information flow from one paragraph to the next?

Rearranging paragraphs or changing parts of a paragraph

may improve the overall flow of your report.

You can add, take out, move information, or add

transitions to connect the ideas in one or more paragraphs.







of 1621, help arrived.

TECHNOLOGYReview your draft for

logical order. Do the

ideas flow smoothly?

If not, try moving

paragraphs or sentences

around by cutting and

pasting text.

that first winter

PRACTICE AND APPLY

Revise Your Expository Writing

1. Add facts and details that will support the main idea of each paragraph and give more information to the reader.

2. Use transition words to connect ideas.

3. Change or rearrange information so that ideas “build up” from beginning to end.

4. Grammar Should you replace any nouns with the appropriate pronouns?

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Take a break from your writing. Exchange first drafts

with a partner. Listen to all your partner’s suggestions.

Take notes. Make those changes with which you agree.

Combine the adjectives

in these two sentences.

Say that this was the first

Thanksgiving.

Conferencing for the Reader■ Are features of expository writing included in your

partner’s piece?

• introduces a main idea and details

• summarizes information from different sources

• draws a conclusion

• uses transitions

■ Discuss with your partner things that you like

about his or her writing as well as things that

you think need revising.

You should combine these two sentences into one.

You should add why the

Pilgrims came to New England.

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PUBLISH

REVISE

Revising

■ Does your report suit

your purpose and

audience?

■ Does your topic

sentence clearly state

the main idea of your

report?

■ Do you need to

elaborate on any part of

your report?

■ Did you write the events

in the right order?

■ Did you check your

facts in more than

one source?

■ Do your sentences

and paragraphs flow

smoothly?

■ Did you write a title

that explains the topic?
















Think about the comments and suggestions your

conferencing partner gave you. Use the ideas to revise

your report. This writer made some changes based on his

partner’s ideas.

REVISE

PRACTICE AND APPLY

Revise Your Expository Writing

1. Read the notes from your peer conference.

2. Use your partner’s suggestions to improve your draft.

3. Take out any unimportant facts or details.

4. If you need to add important facts, do more research.

How Thanksgiving Came to Be

hard

and

and

Squanto and some of his friends

That feast was probably the first Thanksgiving.

that first winter

practice their religion and

In fact,

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After you have revised your expository writing, you

will need to proofread and edit it to find and correct any

mistakes in mechanics, grammar and usage, and spelling.


• Read your revised report more than once. Look for a

different kind of error each time. You’ll have a better

chance of catching all errors.

• Check each sentence for correct capitalization. Remember

to capitalize proper nouns and proper adjectives.

• Reread for correct punctuation. These include commas,

apostrophes, and end marks.

• Check for spelling mistakes by reading your paper

backward, from the last word to the first. This will help

you focus on the spelling of each word.

TECHNOLOGYIt is often easier to catch

mistakes on paper than

on a computer screen.

For proofreading, print

out your work, mark

the corrections on

paper, and then enter the

corrections to the file.GRAMMAR

• An adjective is a word that describes a noun or a pronoun

and tells what kind, which one, or how many. You can use

an adjective to combine two sentences that tell about the

same noun or pronoun. When you combine two sentences,

leave out words that repeat.

• A pronoun takes the place of one or more nouns.

Pronouns can be singular or plural and can be used as

either subjects or objects in a sentence.

MECHANICS

• An abbreviation is a shortened form of a word. Most

abbreviations begin with a capital letter and end with

a period.

REVIEW THE RULES


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Proofreading■ Did you spell all the

words correctly?

■ Did you use correct

punctuation?

■ Did you capitalize

proper nouns, proper

adjectives, titles, and

the beginning of every

sentence?


paragraph?

PROOFREADING MARKS

new paragraph

add

take out



Check the spelling.

Add a period.
















How Thanksgiving Came to Be

hard

and

and

Squanto and some of his friends

That feast was probably the first Thanksgiving.

that first winter

practice their religion and

In fact,

PROOFREAD


below. What does the symbol mean? Why does the writer

need to use a small letter?

PRACTICE AND APPLY

Proofread Your Expository Writing


2. Check for correct use of commas, apostrophes, and other punctuation marks.

3. Be sure that proper nouns and proper adjectives begin with a capital letter.

4. Indent paragraphs.

believe

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PublishPublish

Before you publish your report, check your writing

one last time. You can use a checklist to help you focus on

the review of your work.

❑ Who was my audience? Did I give them enough information

about my topic?

❑ What was my main topic? Did I include enough facts and

details to support it?

❑ Did I begin in a clear and interesting way? Did I summarize

my ideas at the end?

❑ Did I present my information in the best order? Did I use the

right transition words to connect my ideas?

❑ Did I combine sentences? Do my sentences flow together?

❑ Are my paragraphs fully developed with important informa-

tion? Do I have a clear introduction, body, and conclusion?


Expository Writing

The writer used the checklist to review his report.

Read “How Thanksgiving Came to Be” and discuss the

writer’s published piece. Jot down your thoughts about

the report. Did the writer include enough information? Do

you think the report was ready to be published? What

else would you like to know about the topic?

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How Thanksgiving Came to Beby Jamal Travers

Many experts believe that the first Thanksgiving

took place in the Plymouth Colony in 1621.


explains how the Pilgrims made the long, hard

journey to New England in 1620. Mr. Nang shows that

the Pilgrims worked hard in the Plymouth Colony to

practice their religion and make a new life.

Unfortunately, with little food or help, many

Pilgrims died that first winter. In March of 1621,

help arrived. A Native American man named Squanto

taught the Pilgrims how to fish and plant corn and

other new crops. In fact, with Squanto’s help, the fall

brought a great harvest.

The Pilgrims were thankful for the harvest, and

they held a three-day feast. They invited Squanto and

some of his friends to help them celebrate. That feast

was probably the first Thanksgiving.

PRACTICE AND APPLY

Publish Your Expository Writing


2. Write or print out a neat, final copy of your draft.

3. Add pictures, a Thanksgiving border, or a cover.

TECHNOLOGYThere are many fonts

and borders you can use

to make your published

piece clearer and more

attractive. Experiment

with different styles and

sizes before making

your final decision.

85

Writing Rubric

Research Report

Score Description

4Excellent

■ uses reliable sources and has interesting, unusual facts■ is well structured and has a strong introduction and conclusion■ shows awareness of readers and a sense of purpose throughout■ uses transition words and a vivid vocabulary■ uses sentences that flow smoothly and hold the reader’s interest ■ is free or almost free of errors

3Good

■ uses reliable sources and has a main idea and supporting details■ has a logical flow of facts and details■ shows a good awareness of readers and a sense of purpose■ uses relevant language and transition words■ uses a variety of simple and complex sentences■ has minor errors that do not confuse the reader

2Fair

■ presents a report with some facts based on limited research■ has sections that are hard to follow■ does not show awareness of readers and shows little

understanding of topic■ chooses weak words for topic with few transition words■ uses awkward phrasing and choppy sentences■ makes frequent errors that confuse the reader

1Unsatisfactory

■ presents a report that is not researched with either no or inaccurate facts

■ is structured poorly and is impossible to follow■ does not address readers and shows little or no understanding

of topic■ relies on basic vocabulary with no transition words■ includes incomplete and run-on sentences■ makes serious and repeated errors


86

Literature Models


Writing That Compares

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Literature Models

ANDWRITETH NK

PurposeWhat reasons might

a writer have for

comparing two people,

things, or ideas?

Write your thoughts

in your journal.


Have you ever compared two people or things? Then you

probably have noticed that the two items were alike in some

ways and different in others. In writing that compares, you

often do the same thing. This type of writing gives you the

chance to describe how two items are alike yet also different.

Learning from Writers Read these examples of descriptive writing. What are the

writers comparing? Why do you think they used this form of

writing to explain their topic?

Is a Doctor Like a Merchant?For example, suppose I were to see two people

coming toward me. Let us say that one is a Merchant

(an Equilateral Triangle) and the other is a Doctor (a

Pentagon). Both appear to be Straight Lines, so how am

I to tell one from the other?

In the case of the Merchant, I see a Straight Line, of

course. The center of this line, which is the part nearest to

me, is very bright. But on either side, the line fades away

rapidly into the Fog. I can tell at once, then, that the line

slants back quite sharply from the center.

On the other hand, the Doctor has a slightly different

appearance. As with the Merchant, I see only a Straight Line

with a very bright center. On either side, the Doctor’s line

also fades into the Fog, but not as rapidly as the Merchant’s

line. Thus I can tell at once that the Doctor’s line does not

slant back as sharply. Because of the slight difference in

brightness, I know that one shape is an Equilateral Triangle

and that the other is a Pentagon.

—A. Square (Edwin Abbott), from Life in Flatland

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Literature Models


1. How does the author explain the difference between the Doctor and the Merchant?

2. What similarities did the author point out between the coral snake and the king snake?


3. How did the author of “Is a Doctor Like a Merchant?” organize his comparison?

4. What comparison and contrast words did the author use to compare the two snakes?

PRACTICE AND APPLY

The Eastern Coral Snake and the Scarlet King Snake

In the United States, there are two kinds of snakes that are red, black, and yellow. One is the eastern coral snake, the most poisonous of all North American snakes.The other is the harmless scarlet king snake.

It is not easy to tell the two snakes apart. Both grow to between two and four feet. Both have bands of bright red, black, and yellow; however, the coral snake has a blunt, black snout, while the king snake hasa pointier, red snout.

As you can tell, these two kinds of snakes look very similar. If you see a red, black, and yellow banded snake, think carefully before getting close. The scarlet king snake can do you no harm, but the eastern coral snake may bite, and its venom can be lethal.

—Ryan Smith

5. Reading Across Texts Compare the two literature models. Did the authors organize their comparisons in similar ways or in different ways? Explain your answer.

89

Literature Models

Features of Writing That Compares

▶ Similarities Reread “Is a Doctor Like a Merchant?” by Edwin Abbott

on page 88. What is the author comparing? What phrase

does he use to show you that two items are similar?

As with the Merchant, I see only a Straight Line with a

very bright center.

The phrase “As with the Merchant,” lets you know

that the writer is pointing out a similarity between the

Merchant and the Doctor.

▶ Differences The author contrasts the Merchant’s line and the

Doctor’s line. How can you tell when he is mentioning a

difference?

On either side, the Doctor’s line also fades into the Fog,

but not as rapidly as the Merchant’s line.

The phrase “but not as rapidly as” points out a contrast,

or difference.

In writing that compares, the writer often explains how two

items or topics are like and unlike each other. Writing that

compares:

▶ explains how two topics are similar.

▶ explains how two topics are different.

▶ uses logical organization to arrange facts and details.

▶ uses words of comparison and contrast.

GUIDELINES

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Literature Models

▶ Logical Organization When writing to compare, you should organize your facts

and details in a logical way. One way is to move back and

forth between two items, comparing details of each. Another

way is to give all the details about one item in a paragraph

and then all the details about the other in another paragraph.

The sentence below shows the method the author uses to

compare the Doctor and the Merchant.

In the case of the Merchant, I see a Straight Line . . .

Does the writer move back and forth between the Doctor

and the Merchant, or does he give all the details about one

and then all the details about the other?

▶ Comparison and Contrast Words When authors use comparison writing, they include words

such as like, both, also, too, and in the same way to show

how two things are similar. To show how two things differ,

they use words and phrases such as however, but, while, on

the other hand, and in the case of.

On the other hand, the Doctor has a slightly different

appearance.

What words did the author use to show that he was

making a contrast, or showing a difference?

PRACTICE AND APPLY


1. List the features of good comparison writing.

2. Reread “The Eastern Coral Snake and the Scarlet King Snake” by Ryan Smith onpage 89.

3. Write one example of each feature inRyan’s writing.

4. Do you think that Ryan’s essay is a goodexample of writing that compares?Explain why.

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ANDWRITETH NK

AudienceIn your journal, make

a list of what your

audience may already

know about your topic.

Then list what they

will need to know.

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Prewrite

Writing that compares can inform readers about how

two people, places, things, or ideas are alike and different.

Writing a comparison gives you the chance to describe two

items or ideas. It also lets you contrast two items to show

their differences.

Purpose and Audience The purpose of writing that compares is to give your

audience information about how two people, places, things,

or ideas are like and unlike each other.

Before writing, think about your audience. Will your

readers be your classmates and your teacher? How will

you clearly explain to them how two things are alike,

yet different?

Choose a Topic Start by brainstorming a list of two items that have

some things in common and some differences. Think about

topics that would interest your audience.

Once you have chosen a topic from your brainstorming

list, explore ideas. List the features or traits of each

thing you will compare. Then use a chart or a diagram to

organize your ideas.

Here is how I explored my ideas.

WHALES

large animal

sea creature

mammal

warm-blooded

no back legs

skin and a few hairs

have live babies

SHARKS

large animal

sea creature

fish

cold-blooded

several rows of teeth

scales and no hair

lay eggs

no bones

meat-eaters

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V E N N D I A G R A M


your purpose and

audience?

■ Did you choose a good

topic and explore ideas?

■ Did you make a list

of traits, as well as

lists of similarities

and differences?

■ Did you organize

your information in

a diagram or chart?

■ Do you need to

do any research?

Organize • Sorting In writing that compares, writers sort, or classify,

information. First, they think about the traits of each item.

Next, they compare the two items for likenesses. Then,

they think about the differences. Finally, they draw a

conclusion about whether the two items are more alike

than different. This writer organized the information from

his list into a chart. Does his chart show that whales and

sharks are more like or unlike each other? What ideas from

his list did the writer decide not to put in his chart?

PRACTICE AND APPLY

Plan Your Writing That Compares


2. Brainstorm ideas for two items to compare.

3. Choose a topic and explore likenesses and differences.

4. Use a Venn diagram to compare and contrast.

-mammal -fish

-warm-blooded -large animal -cold-blooded

-skin -sea creature -scales

-a few hairs -no hair

-have live babies -lay eggs

Whales Both Sharks

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▶ Writer’s Resources You may have to do research to get more information for

your writing that compares. First, make a list of questions.

Then decide what resources you will need to answer your

questions. If you can, use technology in your research.

▶ Use a Dictionary A dictionary in book form or online can help you add

accurate information to your writing. Defining words from

science for a science topic, for example, can help your

readers see the similarities and differences more clearly.

When looking up a word in the dictionary, it is a good

idea to take notes to help you remember the definition.

Add the definition to a vocabulary list of subject words.

The entry word is the highlighted

The definition shows the meaning

of the word.

The pronunciation tells you how to

say the word.

whale A large animal that has a body like a fish. Whales are found in all oceans and in some fresh waters. A whale is the largest mammal. whale (hwal, wal) noun, pluralwhales or whale.

What Else Do I

Need to Know?

Where can I find the

definition and spelling of

words related to my topic?

Where can I find words

that will help me describe

similarities and differences?

Where Can I Find

the Information?

Look in a print or an online

dictionary.

Look up words in a thesaurus.

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questions?


possible resources?

■ Did you take notes as

you found information?

▶ Use a Thesaurus A thesaurus in book form or on a computer can help

you choose the best words to describe or explain the

similarities and differences between two items. A thesaurus

lists words with the same or a similar meaning. These

words are called synonyms. It also gives words with

opposite meanings. These words are called antonyms. A

thesaurus gives synonyms and antonyms for hundreds of

words in the dictionary.

▶ Use Your Research New information gathered from your research can

be added to your chart. This writer found some new

information. What did he add to his chart?

PRACTICE AND APPLY

Review Your Plan

1. Look at your chart or diagram.


3. Identify the resources you will need to find answers to your questions.

4. Add new information you gather to your chart.

-mammal -fish





- have a layer of fat called blubber

- have lungs to breathe air

- no fat layer

- filter air through slits called gills

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Drafting

■ Did you remember

your purpose and

audience? Did you

make it clear in your

introduction which

two items you are

comparing and why?

■ Did you support the

main idea of your topic

with facts and details?

■ Did you organize the

information in a way

that makes sense?

■ Did you draw a

conclusion based

on the information

you presented?

V E N N D I A G R A M

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Draft

-mammal -fish





- have a layer of fat called blubber

- have lungs to breathe air

- no fat layer

- filter air through slits called gills

Before you begin writing your comparison, review

your chart or diagram. Think about how you will organize

your information. The point-by-point method is one way

to organize. In this method, a writer moves back and forth

between two items, giving similarities and differences

of each. The item-by-item method is another way to

organize information or details. In this method, the writer

gives all the information about one item and then all the

information about the other. Either method of organizing

lets you present your information clearly.

Idea for first paragraph: How a whale is a mammal

Conclusion:More differences than similarities

Idea for second paragraph: How a shark is a fish

Whales Both Sharks

Draft

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DRAFT

Look at how this writer organized the information from

his Venn diagram to write his comparison. He began by

identifying the two things he chose to compare. Then he

listed the features, or traits, of each thing, item by item.

whales and sharks may seem alike, but their

different in many ways. Altho both are large sea

creatures, whales are mammals. Sharks are fish. As

mammals, whales are warm blooded They have skin, a

few hairs, and a layer of fat called blubber. Mammals

also have lungs. Like other mammals, whales give birth

to live babys.

Sharks are cold blooded. They also have scales

rather than skin. Sharks have no hair or blubber. Like

other fish, sharks filter air from water. They also lay

eggs rather than give birth to live babies.

Though whales and large sharks are both sea

creatures, they are different in many ways.

DRAFT

PRACTICE AND APPLY

Draft Your Own Writing That Compares

1. Review your prewriting chart or diagram.

2. Decide between using the point-by-point or the item-by-item method of organizing your information.

3. Support important ideas with facts or details.

4. Draw a conclusion based on the information given.

TECHNOLOGYDon’t worry about making

your work perfect when

writing a first draft on the

computer. Instead, focus

on getting down your

ideas. You’ll have time

to fix your errors later.

First sentence tells what is being compared

Shows how whales are mammals; orders information item by item

Draws a conclusion based on information presented

Shows how sharks are fish

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Revise


you elaborate, you add important ideas, facts, and details

that may be missing from your writing. This writer added

more details to expand the traits of whales.

They have skin, a few hairs, and a layer of fat

called blubber.

The writer also elaborated on a difference between

mammals and fish.


right words for your topic, type of writing, and audience.

When you are writing to compare, you need to find

words that will help your readers understand how things

are alike and different. You can use special words as clues

to tell the reader you are showing a comparison (a likeness)

or a contrast (a difference).

to control their body temperature

COMPARE AND CONTRAST WORDSlike

also

too

in addition

similarly

in the same way

both . . . and

different from

instead

however

although

unlike

but

yet

rather than

on the one hand

on the other hand

by contrast

Mammals also have lungs.to breathe air

Like other fish, sharks filter air from water. through their mouth and gills



other fish, sharks filter air from water.

In addition,

On the other hand,

through their mouth and gills

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Better Paragraphs Regardless of the method you use to compare two items,

each of your paragraphs should focus on a main idea, and all

the paragraphs should flow together well. If you have chosen

the item-by-item method, check to be sure you have used a

separate paragraph for each item of your comparison. Read

your paragraphs aloud. Have you grouped together the traits

for one item in a paragraph and followed it with a paragraph

of traits for the other item? Have you also used analogies to

show how one thing is like another? For example, does the

writer show an analogy between the lungs of a whale and

the gills of a shark?

PRACTICE AND APPLY

Revise Your Writing That Compares

1. Add facts or details to make clear how things are alike and different.

2. Organize your information by grouping it into paragraphs.

3. Use words that compare and contrast.

4. Grammar Did you use adjectives to provide descriptive details?

As mammals, whales are warm blooded They have

skin, a few hairs, and a layer of fat called blubber.

Mammals also have lungs. Like other mammals,

whales give birth to live babys.



other fish, sharks filter air from water.

On the other hand,

In addition,


to breathe air


TECHNOLOGYDoes the word-processing

program you are using

provide a thesaurus? If so,

use this feature to replace

repeated or general words

with more interesting and

exact language.

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Conferencing for the Reader■ Are features of writing that compares included in your

partner’s work?

• differences and similarities

• logical organization

• words that compare and contrast

• conclusion based on information presented

■ Discuss with your partner the parts of his or her draft

that are effective as well as the parts that need revising.







to live babys.







A partner can be of great help when you are revising

your writing. Exchange papers with a partner. Then

exchange ideas. Your partner may have some new ideas

or suggestions that you haven’t thought of yourself.

Make conclusion clearer by

summarizing the differences.

What does “cold blooded”

mean?

Add a contrast word.

Good opening!

100

PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Revising

■ Does your writing suit

your purpose and

audience?

■ Do you need to

elaborate on any

ideas or details?

■ Did you use words that

compare and contrast?


ideas in a way that

makes sense?

■ Did you write long and

short sentences to add

variety to your writing?

■ Did you choose your

words carefully?

■ Did you write a

conclusion that

summarizes your

information?

101

When you revise your comparison-contrast writing, you

will want to think about the comments and suggestions

your partner made during your conference. This writer

made some changes based on his partner’s ideas.

PRACTICE AND APPLY

Revise Your Writing That Compares

1. Read the notes from your peer conference.

2. Use these notes to improve your draft.

3. Add a title that will interest your audience.

4. Add more information, facts, and details that will make your writing clearer, more interesting, and more exact.







to live babys.







Is a Shark Like a Whale?

By contrast,


On the other hand,


to breathe air.

In addition,

As fish, their body temperature changes with ocean temperature.

how they look, breathe, have babies, and control body temperature.

REVISE

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After you have revised your writing, you will need to

proofread and edit it to find and correct any mistakes in

mechanics, grammar and usage, and spelling.

GRAMMAR

• Many adjectives can be used to compare and contrast two

or more people, places, things, or ideas by adding the

endings -er and -est.

MECHANICS

• A hyphen is used to connect two or more words to form a

compound word.

• A pronoun-verb contraction, such as you’re, combines

a pronoun (you) with a verb (are) to make a shortened

form of two words. Do not confuse the possessive

pronouns your, its, their with pronoun-verb contractions

you’re, it’s, they’re.

REVIEW THE RULES


• Reread your revised draft several times. Each time, look

for a different type of error. You’ll have a better chance

of catching your errors that way.

• Read each sentence for correct capitalization. Remember

that the first word of a sentence must begin with a

capital letter.

• Reread each paragraph for fluency. Check to see if each

paragraph has a main-idea sentence and facts or details

that support it.

• Read for mechanics and usage. Be sure your writing

has the correct punctuation, including apostrophes in

contractions and correct end marks.

• Check for spelling mistakes. Use the dictionary or spell

checker on the computer to help you.SpellingWhen a root word, or

base word, ends in a

consonant and y, change

the y to i when adding

a plural (-es) ending

(baby + -es = babies).

Go to pages 138–169 to review other rules.102

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PUBLISH

PROOFREAD

PROOFREAD







to live babys.







In addition,

By contrast,


On the other hand,


to breathe air.

As fish, their body temperature changes with ocean temperature.

how they look, breathe, have babies, and control body temperature.

they’re

Although

-

-

babies Proofreading■ Did you indent

each paragraph?

■ Did you use hyphens

and end punctuation

correctly?

■ Did you correct any

mistakes in the use

of comparative or

superlative adjectives?

■ Did you spell all the

words correctly?

PROOFREADING MARKS

new paragraph

add

take out



Check the spelling.

Add a period.



writer want to be sure that he spells his words correctly?

PRACTICE AND APPLY

Proofread Your Writing That Compares

1. Be sure to indent paragraphs and to begin each sentence with a capital letter.

2. Correct any spelling errors.

3. Check for correct punctuation at the end of each sentence.

4. Correct any mistakes in the use of comparative and superlative adjectives.

Is a Shark Like a Whale?

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Publish

Before you publish your work, read through your writing

one last time. Use a checklist to help you focus your efforts.

❑ Did I state my purpose clearly at the beginning?


interest them?

❑ Did I organize my information in a way that makes sense?

❑ Did I include enough facts and details to show how two

items are alike and different?

❑ Did I choose words to help compare and contrast?

❑ Did I base my conclusion on the facts I presented?

❑ Are my sentences varied? Do they flow together easily?



This writer used the checklist to review his writing.

Read “Is a Shark Like a Whale?” and discuss the writer’s

published piece. Is there anything you would have

changed or added before publishing? What makes the

writer feel that his draft is ready to publish? Do you think

it is? Why do you think so?

Publish

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PUBLISH

Is a Shark Like a Whale?by Simon Vega

Whales and sharks may seem alike, but they’re

different in many ways. Although both are large sea

creatures, whales are mammals. By contrast, sharks

are fish.

As mammals, whales are warm-blooded. They

have skin, a few hairs, and a layer of fat called

blubber to control their body temperature. Mammals

also have lungs to breathe air. Like other mammals,

whales give birth to live babies.

On the other hand, sharks are cold-blooded. As

fish, their body temperature changes with ocean

temperature. They also have scales rather than skin.

In addition, sharks have no hair or blubber. Like other

fish, sharks filter air from water through their mouth

and gills. They also lay eggs rather than give birth to

live babies.

Though whales and sharks are both large sea

creatures, they are different in how they look,

breathe, have babies, and control body temperature.

TECHNOLOGYDoes your school have

a Web site? Use your

school’s technology

resources to publish your

work on the Internet.

PRACTICE AND APPLY

Publish Your Writing That Compares


2. Copy your draft over neatly or print out a new copy.

3. Add pictures to show your comparisons.

105

Writing Rubric

106


Score Description

4Excellent

■ describes two items or topics by comparing and contrasting details

■ organizes the descriptions in a way that guides readers and includes a conclusion

■ uses a clear voice that shows detailed knowledge■ uses precise compare and contrast words■ uses a variety of sentences in which ideas flow smoothly■ is free or almost free of errors

3Good

■ describes items or topics by comparing and contrasting some details

■ organizes the comparison well and draws a conclusion■ attempts to connect with readers in a voice that shows

knowledge■ uses compare and contrast words correctly■ uses a variety of complete sentences■ has minor errors that do not confuse the reader

2Fair

■ description contains few details and is not clear■ does not organize the descriptions clearly and has no conclusion■ doesn’t connect well with reader and shows incomplete

knowledge■ uses few compare and contrast words ■ writes choppy sentences that are hard to follow■ makes frequent errors that confuse the reader

1Unsatisfactory

■ does not adequately compare two items or topics■ lacks organization or flow■ shows little or no knowledge and confuses the reader■ uses only general or vague words■ uses run-on sentences and sentence fragments■ makes serious and repeated errors


Literature Models


A How-To

107

Literature Models

ANDWRITETH NK

PurposeWhy is it important

to write a clear

explanation? Write

your ideas in your

journal. Also tell why

it is important to

organize your steps

in a logical way.

Expository Writing: A How-To

Have you ever had to write down directions for someone?

Have you ever had to explain how to do or make something?

Your directions or instructions were an example of how-to

writing. Writing that explains, or explanatory writing, tells

an audience how to do something by giving step-by-step

directions.

Learning from Writers Read the following examples of how-to writing. What

are the writers explaining? Notice the details that help you

follow the steps of the explanation. As you read, look for

spatial words that show location or distance.

Can You Make a Rainbow?Can you make a rainbow with a garden hose? If you’ve

stood with your back to the sun and looked at the fine mist

from a hose, fountain, or waterfall, you’ve probably seen a

rainbow form.

You can also make a rainbow indoors. Fill a clear plastic

cup about halfway with water. Carefully place it on the edge

of a table. A third of it should extend over the edge. Hold a

piece of white paper directly behind the cup. Shine a flash-

light vertically through the bottom of the cup. You should see

a rainbow on the paper.

—from a science textbook

108

Literature Models


1. Explain how to create a rainbow as described in “Can You Make a Rainbow?”

2. List in order the step-by-step directions for getting a cucumber inside a bottle as explained in “An Unusual Vegetable.”


3. What spatial words did the authors of “Can You Make a Rainbow?” include?

4. What time-order and spatial words did the author of “An Unusual Vegetable” use to organize his steps?

PRACTICE AND APPLY

An Unusual Vegetable

Last year I amazed my friends when I showed them a cucumber inside a bottle. They all wondered how I had managed to get it in there, as the vegetable was much too big to fit through the bottle’s narrow neck. Here’s howI did it.

In May, I planted some cucumber seeds about six inches apart from one another. Because a cucumber plant is a vine, it will grow up a fence; or it can also be tied with string to a stake as it grows. I used an old stepladder and planted seeds on both sides.

Soon the vines started to grow up the stepladder, and there were small cucumbers starting to form. I chose one about one inch long, but I did not pick it. I slipped the veget-able on its stalk into the bottle. Several weeks later, when the cucumber was fully grown, I cut the stalk and showed my cucumber in a bottle to my baffled friends. —Adam Ling

5. Reading Across Texts Compare the two literature models. Write about how they use step-by-step instructions to explain a task.

109

Literature Models

Features of How-to Writing

▶ Explains or Gives Information Reread “Can You Make a Rainbow?” on page 108. What

will you know how to do after reading the directions?

Can you make a rainbow with a garden hose?

The main idea of each paragraph suggests that you will

learn how to make a rainbow.

▶ Step-by-Step Instructions Reread the second paragraph of “Can You Make a

Rainbow?” What is the last step in making a rainbow

indoors?

Shine a flashlight vertically through the bottom of

the cup.

The next-to-last sentence in the paragraph explains the

last step. The last sentence in the paragraph tells what will

happen if you complete all the steps of the process.

In how-to writing, the writer gives directions or tells the

audience how to do or make something, step by step. Good

explanatory writing:

▶ explains or gives information on how to complete a

specific task.

▶ presents step-by-step instructions organized in a

logical way.

▶ gives clear details that are easy to follow.

▶ uses time-order words or spatial words to make

instructions clearer.

GUIDELINES

110

Literature Models

PRACTICE AND APPLY


1. List the features of good how-to writing.

2. Reread “An Unusual Vegetable” by Adam Ling on page 109.

3. Write one example of each feature in Adam’swriting.

4. Write a brief summary of the information Adamgives. List the steps in order.

▶ Clear Details Details give specific information about the steps the

writer presents in explanatory writing. The sentence below

gives details that help the audience understand what to do.

Fill a clear-plastic cup about halfway with water.

Notice how the authors tell the exact kind of cup to use

as well as how much water to place in the cup.

▶ Time-Order or Spatial Words Time-order or spatial words help you clearly understand

how to complete the steps of the process.

Hold a piece of white paper directly behind the cup.

What spatial words tell you where to place the paper?

How do these words make the instructions clearer and easier

to follow?

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ANDWRITETH NK

AudienceHow will your audience

affect the way you

explain how to do

or make something?

Write your ideas in

your journal.

PR

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SPrewrite

How-to Writing

Prewrite

Explanatory writing gives the reader facts and informa-

tion about a topic. This writing is sometimes called “how-to”

writing because it often explains how to make or do some-

thing. Writing an explanation gives you the chance to let

others know how to do something that you know how to do.

Purpose and Audience The purpose of explanatory writing is to inform your

reader by giving clear step-by-step instructions. Before

writing, think about your audience. Who will your readers

be? Also, think about how to present your ideas. What

words will you choose to make the steps of your explana-

tion clear?

Choose a Topic Begin by brainstorming a list of things you know how

to do well and could explain to others. You might think

about explaining a science experiment or another project.

Next, look at your list and choose a topic.

Then, explore ideas by making a list of the steps in

the experiment or project. Later, you will organize these

steps in a flowchart.

Here is my list of steps that will explain how to

make frost. How to Make Frost

The temperature needs to be cold.

Place ice in a plastic bag.

Add salt to keep ice cold.

Break ice into pieces.

Use ice pick or hammer.

Put layers of ice in a can.

Put layers of salt in the can.

Keep in a cool place.

Wait for an hour or two.

Watch the frost form on the can.

112

DRAFT

REVISE

PROOFREAD

PUBLISH

PREWRITE

H O W - T O F L O W C H A R T

Introduction

Step 1

Step 2

Step 3

Step 4

Step 5

Conclusion

■ Did you think about your

purpose and audience?

■ Did you make a list of

the things you know

how to do well?

■ Did you choose an

experiment, a project,

or a skill that you can

explain to others?

■ Did you organize the

steps of the experiment

in a flowchart?

■ Do you need to

check facts or do any

research?

PRACTICE AND APPLY

Plan Your Own Explanatory Writing


2. Brainstorm ideas for a topic to explain.

3. Choose an experiment, a project, or a skill and explore ideas.

4. Organize your ideas in a flowchart.

Place ice cubes in a plastic bag.

Use a hammer to break ice into small pieces.

Make a layer of ice in a can.

Put a layer of salt in the can.

Fill the can with more layers of ice and salt.


Organize • Sequence Writing that explains usually presents instructions in a

step-by-step order. To explain something step-by-step, you

can use a flowchart to plan your writing. Not all your ideas

may be needed, however. What ideas from the list did this

writer leave out of her chart?

How to Make Frost

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What Else Do I

Need to Know?

What is frost?

Why does frost form?


Information?

Take notes from an online

search or a talk with a

scientist or science teacher.

Look in an encyclopedia in

book form or on CD-Rom.

How-to Writing


▶ Writer’s Resources You may need to do research to get more information

for your explanation. First, make a list of questions. Then,

decide where you will go to find answers.

▶ Use an Encyclopedia An encyclopedia has articles about many topics. These

articles are arranged in alphabetical order. An encyclopedia

can take the form of a set of books, a Web site on the

Internet, or a program on CD-ROM. Regardless of the kind

of encyclopedia you use, you must have a keyword in mind

to find information about your topic. For her explanation

of frost, the student looked up the keyword frost in the F

volume of a print encyclopedia.Guide words help you find the article by giving the name

of the first complete entry on the page.

The entry word is the title of the

article. It is often the keyword of

your topic.

A cross reference leads you to other

articles that will give you more

information.

FRONTIER. See PIONEER LIFE IN THE U.S

FROST is one form of water. It is a pattern of ice crystals that forms when water vapor condenses on a surface, such as a windowpane. Frost usually occurs on cold, cloudless nights when the air temperature drops below 32°F. (0 C), the freezing point of water.

Frost and dew form in much

the same way. At night, the drop in temperature causes the earth to cool. As the earth gets cooler, the water condenses, forming dewdrops on surfaces. Some of these dewdrops freeze when the temperature falls below freezing. When the frozen droplets get larger, they become frost crystals.

See also DEW.

FRONTIER

114

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PREWRITE

Introduction

Step 2

Step 3

Step 4

Step 5

Conclusion


questions?


possible resources?

■ Did you take notes

or print out useful

information?

How to Make Frost

Frost is one form of water. It is made from water vapor.

▶ Search Online National information services and online encyclopedias

can help you check facts and find information. Search the

Internet for these and other useful resources. Take notes or

print out facts that will help you explain your topic. Write

down the Web address for each piece of information you find.

▶ Use Your Research Review your flowchart and add any new information

you gained from your research. This writer discovered

important information about how frost is made. How did

she change the introduction and final steps on her chart?

PRACTICE AND APPLY

Review Your Plan

1. Look at your flowchart.


3. Identify the resources you will need to find answers.





Breathe softly on the surface of the can to add more

water vapor to the air.

Water vapor freezes on contact with the cold surface

of the can.

about three centimeters deep

115

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RO

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H O W - T O F L O W C H A R T

Introduction

Step 1

Step 2

Step 3

Step 4

Step 5

Conclusion

How-to Writing

Draft

Place ice cubes in a plastic bag.

Use a hammer to break ice into small pieces.





How to Make Frost

Before you begin writing your explanation, review the

flowchart you made. Think about making a paragraph for

your introduction, for the steps in the middle of your draft,

and for your conclusion. Include details that support your

step-by-step explanation.

The last paragraph should show what will happen if I follow all

the steps.

The first paragraph should explain what I am

going to show how to make.

The steps will make a good second paragraph. I may need to add details to

make the steps clearer.

Breathe softly on the surface of the can to add more

water vapor to the air.

Water vapor freezes on contact with the cold surface

of the can.

Frost is one form of water. It is made from water vapor.

about three centimeters deep

Drafting

■ Does your explanation

fit your purpose and

audience?

■ Are the steps organized

in the right order?

■ Have you included all

the steps so that your

audience can do the

experiment?

■ Do you need to add any

important information

or details?

■ Do you begin and end

your explanation in an

interesting way?

Draft

116

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PROOFREAD

PUBLISH

DRAFT

Have you ever notised the frost that forms on

windows in the Winter? Did you know that you can

make frost? frost was one form of water. It is made

from another form of water called water vapor.

First place ice cubes in a plastic bag. Use a hammer to

break the cubes into small pieces. Next make a layer of

ice about three centimeters deep in a can. Then add a

thin layer of salt. Repeat layers of ice and salt until the

can is full The surrounding air must contain water vapor

for frost to form. Finally, breathe softly on the surface

of the can to add more water vapor to the air.

Watch as frost appears on the can. The frost form

when the water vapor freezes on contact with the cold

surface of the can.

Look at how this writer used the ideas on her chart to

write a first draft. She opened with a question that would

get her readers’ attention. Then she used time-order words

to help show the steps her audience would need to follow

in order to do the experiment.

DRAFT

TECHNOLOGYYou can use the cut-and-

paste feature on your

computer to put the

steps of your explanation

in a better order.

First paragraph tells what the audience will learn how to make.

Third paragraph states the conclusion.

Second paragraph explains how to do this experiment. Time-order words connect the steps.

PRACTICE AND APPLY

Draft Your Own Explanatory Writing

1. Review your prewriting flowchart.

2. Write about how to make or do something.

3. Put the steps of the experiment in order and use time-order words.

4. Tell the outcome of the experiment in the conclusion.

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How-to Writing

Revise


you elaborate, you add important ideas and details that

you might have left out. When you revise your writing, you

may need to explain in more detail.

The writer changed some of her directions to make

them easier to follow.

First place ice cubes in a plastic bag.

Next make a layer of ice about three centimeters

deep in a can.

place

First place ice cubes in a plastic bag. Use a hammer

to break the cubes into small pieces. Next make a

layer of ice about three centimeters deep in a can.

Then add a thin layer of salt. Repeat layers of ice

and salt until the can is full

inside

on top of the ice

SPATIALWORDSinside

outside

next to

through

on top of

at the bottom of

above

below

near

far

across

and seal tightly

The writer added a better description of where to place

the first layer of ice.

at the bottom of


right words for your topic and audience.

In an explanation, you need to use spatial words that

will help your reader do exactly what is needed to complete

each step.

and seal tightly

place

at the bottom of

118

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PUBLISH

REVISE

The frost form when the water vapor freezes on

contact with the cold surface of the can.

PRACTICE AND APPLY

Revise Your Own Explanatory Writing

1. Add details or information that will make it easier for your reader to do the activity.

2. Use spatial words to help your reader understand the process.

3. Add details or information that will make your writing clearer and more interesting.

4. Grammar Check for subject-verb agreement in your explanatory writing. Also check that adverbs and adjectives are used properly.

Better Sentences As you continue to revise your draft, check the way

your sentences sound. Read them aloud. Do your subjects

and verbs agree?

When you check for subject-verb agreement in your

writing, find the subject of the sentence first. Then find

the predicate, or the verb, of the sentence. Remember: If

the subject is singular, the verb must be singular. If the

subject is plural, the verb must be plural. Add -s to most

verbs if the subject is singular in the present tense.

forms

TECHNOLOGYSome of your classmates

may know word-processing

tips that you might like to

know. Ask them to explain

and demonstrate these

tips by using steps that

you can understand.

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How-to Writing


Take a break from your writing. Exchange drafts with a

partner. Your partner may have some good suggestions to

give you. Remember: If your partner can’t follow your steps,

your audience probably won’t be able to follow them either.

Your question gets me

interested right away.

What materials do you need?

Time-order words help me see

the steps.

Add another word to connect the

last paragraph.

Conferencing for the Reader■ Are features of explanatory writing included in your

partner’s writing?

• informs or explains

• step-by-step instructions

• clear details

• time-order and spatial words

■ Make sure to tell your partner what’s good about the

piece as well as what needs improvement.














surface of the can.

120

PREWRITE

DRAFT

PROOFREAD

PUBLISH

REVISE

Revising

■ Does your explanation

suit your purpose and

audience?

■ Do you need to

elaborate on any of

your steps?

■ Did you describe each

of your steps clearly?

■ Did you use spatial

words to make your

steps clearer?

■ Did you write your

steps in the correct

order?

■ Did you add a good

title?














surface of the can.

REVISE

When you revise your explanatory writing, consider

your partner’s comments. This writer made changes based

on her partner’s ideas.

How to Make Frost

All you need are ice cubes, a plastic bag, a hammer, an empty coffee can,

and salt.

PRACTICE AND APPLY

Revise Your Own Writing That Explains

1. Read your notes from the peer conference.

2. Add information that will make your steps clearer.

3. Take out information from your draft that isn’t necessary.

4. Add a clear, simple title.

inside and seal tightly.

place

on top of the ice

Now

at the bottom of

forms

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How-to Writing


After you have revised your explanatory writing, you

will need to proofread and edit it to find and correct any

errors in mechanics, grammar and usage, and spelling.


• Read your revised explanation several times, each time

looking for a different type of error. This will give you a

better chance of catching all mistakes.

• Read each sentence again to make sure that nouns, verbs,

pronouns, adverbs and adjectives are used properly.

Make sure that they all agree in tense and number.

• Reread for mechanics and usage. Make sure that your

writing is clear and makes sense.

• Check for spelling mistakes. Use a dictionary or the spell

checker on your computer.

GRAMMAR

• Present-tense verbs tell that something is happening now.

• Past-tense verbs tell that something has already

happened.

• Future-tense verbs tell that something is going to happen.

• Be sure that subjects and verbs agree.

• Add -s or -es to form most singular verbs in the present.

• Add -d or -ed to form the past tense of many verbs.

MECHANICS

• Use a comma after a time-order word, such as first, next, and finally, and to separate three or more items in a series.

REVIEW THE RULES

Spelling When c represents the

/s/ sound, c is always

followed by e, i, or y,

as in noticed.


122

PREWRITE

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PUBLISH

PROOFREAD

Proofreading■ Did you spell all

the words correctly?

■ Did you insert commas

after time-order words?

■ Did you correct any

problems with verb

tenses?

■ Did you end each

sentence with the

correct punctuation

mark?


paragraph?

PROOFREADING MARKS

new paragraph

add

take out



Check the spelling.

Add a period.














surface of the can.

How to Make Frost

All you need are ice cubes, a plastic bag, a hammer, an empty coffee can,

and salt.inside and seal tightly.

place

on top of the ice

Now

at the bottom of

forms

PROOFREAD



writer want to start a new paragraph?

PRACTICE AND APPLY

Proofread Your Own Explanatory Writing


2. Add missing commas.

3. Correct problems with verb tenses. Check the forms of adverbs and adjectives.

4. Indent paragraphs.

noticed

is

123

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How-to Writing

Publish

Before you publish, review your writing one more time.

Use a checklist to help you focus on your work.

This writer used the checklist to review her explanation.

Read “How to Make Frost,” and discuss the writer’s

published work. Do you think her writing was ready to

publish? Why do you think so?


interest them?

❑ What was my purpose? Will my audience understand

my explanation?

❑ Did I write a strong introduction and conclusion?

❑ Did I present my steps in the right order?

❑ Did I choose the best spatial and time-order words to make

my instructions clear?

❑ Are my sentences varied? Do they fit together well?

❑ Did I use verb tenses and subject-verb agreement correctly?

❑ Did I use commas correctly?

❑ Did I proofread my writing and correct all the errors?

Explanatory Writing

Publish

PREWRITE

DRAFT

REVISE

PROOFREAD

PUBLISH

PRACTICE AND APPLY

Publish Your Own Explanatory Writing


2. Print out or write a neat, final copy of your revised draft.

3. Add pictures that show the steps you have explained.

How to Make Frostby Emily Chambers

Have you ever noticed the frost that forms on windows

in the winter? Did you know that you can make frost?

Frost is one form of water. It is made from another form

of water called water vapor. All you need are ice cubes,

a plastic bag, a hammer, an empty coffee can, and salt.

First, place ice cubes inside a plastic bag and seal

tightly. Use a hammer to break the cubes into small

pieces. Next, place a layer of ice about three centimeters

deep at the bottom of a can. Then, add a thin layer of

salt on top of the ice. Repeat layers of ice and salt until

the can is full. The surrounding air must contain water

vapor for frost to form. Finally, breathe softly on the

surface of the can to add more water vapor to the air.

Now watch as frost appears on the can. The frost

forms when the water vapor freezes on contact with the

cold surface of the can.

TECHNOLOGYExperiment with different

type fonts for your title.

Be sure to use a large

font size and a style that

suits your subject.

125

Writing Rubric

126

How-to Writing

Score Description

4Excellent

■ creates a focused explanation with clear details■ explains the topic in an engaging manner and logical order■ uses a personal style and shows original knowledge■ uses spatial and time-order words■ uses a variety of simple and complex sentences that flow

smoothly ■ is free or almost free of errors

3Good

■ creates a solid explanation with clear details■ introduces the topic and presents steps in a logical order■ uses a personal tone and shows knowledge of the topic■ includes some spatial and time-order words■ uses a variety of easy-to-follow sentences■ has minor errors that do not confuse the reader

2Fair

■ attempts an explanation, but details may be unclear■ presents some steps out of order■ does not connect to readers with enthusiasm■ includes few spatial or time-order words■ uses only simple sentences that lack variety■ makes frequent errors that confuse the reader

1Unsatisfactory

■ creates an incomplete explanation■ does not include a clear beginning and presents steps illogically■ does not use a personal voice and shows little knowledge of

the topic■ uses no spatial or time-order words and language not

connected to the purpose■ uses run-on sentences and sentence fragments■ makes serious and repeated errors


128 Composition

134 Writing Forms

138 Grammar and Usage

156 Mechanics

170 Diagramming

176 Extra Practice

232 Study Skills

244 Vocabulary

250 Spelling

254 Troubleshooter

127

Composition

Main Idea and Details

A writer usually states the main idea of a paragraph in

a topic sentence. The other sentences in the paragraph add

details to develop or support the main idea.

• The main idea tells what a piece of writing is about.

• The main idea is usually stated in a topic sentence.

• In a paragraph, all the sentences should work together to

support one main idea.

• Detail sentences support the main idea by giving examples,

concrete details, facts, or opinions.

• Organize the main idea and supporting details in a

logical order.

• Use time-order words, such as first, next, and finally, to

connect ideas and to show the order, or sequence, of events.

GUIDELINES

Read this paragraph about a personal experience. Notice

that the writer states the main idea and uses supporting

details to develop that idea and make it clearer.

I met my best friend Ashley in an unusual way. On

the first day of summer vacation, Ashley and her family

moved into the house next door. The day after they moved

in, she and her brother were playing catch in their front

yard. Ashley threw the ball too hard, and it sailed over her

brother’s head, right through my bedroom window! After

that surprising introduction, we became best friends. Now

we all play ball almost every day. However, these days we do

our best to avoid windows.

The topic sentence states the main

idea of the paragraph.

A time-order word helps to connect

ideas and show the order of events.

A supporting detail helps to develop the main idea or make it clearer.

ANDWRITETH NK

Main IdeaWhy is it important for

a paragraph to have

a main idea? Explain

your answer in your

journal.

128

Composition

ANDWRITETH NK

Leads and EndingsWhy is it important for

a newspaper article to

have a strong lead?

Write your ideas in a

brief paragraph.

Leads and Endings

To focus a reader’s attention, to persuade an audience

to do something, or to draw a reader into a story, writers

begin with a strong lead. A lead is the opening in a piece

of writing. Its purpose is to “grab” the reader’s attention.

In the same way, endings must also be strong. An ending

is the closing in a piece of writing. It summarizes the piece

or draws a conclusion. It may even leave the audience with

something to think about.

• A lead is at the beginning of a piece of writing.

• A lead can use an “attention-getter,” such as a question,

a quotation, an anecdote, or a humorous brief story.

• A lead can include the writer’s main idea.

• An ending is the last part of a piece of writing.

• An ending can summarize the piece or draw a conclusion. It

can leave the reader with a question or with the feeling that it

has tied up all the loose ends.

GUIDELINES

Read the paragraph. Notice how the author’s lead and

ending help the reader focus on the main ideas.

We’ve got to take that trip to Monterey! Our family

would enjoy Monterey Bay. We all love to sail, and the bay

and the wharf in Monterey are terrific. We could drive, and

that would be less expensive than flying. Besides, Dad said

that he wanted us to see where he grew up. I think a trip to

Monterey would be the perfect family vacation for us.

This lead makes the reader want to find out about the trip.

The ending summarizes the main idea of the paragraph.

129

Composition

ANDWRITETH NK

OrganizationWhy is it important

for a paragraph to be

organized in a clear

and logical way? Write

a brief paragraph to

explain your ideas.

Test the effects of sunlight on plants. First, gather

seeds, potting soil, and two cups. Next, put some soil in

each cup. After that, place some seeds in each cup and put

soil over them. Then, place one cup in the sun and the other

under a slide or in the shade next to a building. Finally,

water each plant daily, and observe what happens.

Organization

To produce a well-organized paragraph, writers must

arrange their sentences in a clear and logical order. This means

that all sentences in a paragraph will relate to the main idea.

• Organization in a paragraph shows a clear and logical

connection of ideas.

• A well-organized paragraph presents sentences in a

logical order.

• Two ways to organize information are by time order and

spatial order.

• Time order uses words such as first, next, and then to show

the order in which an activity should be done.

• Spatial order uses words such as above, near, over, beside, next to, and on top of to make directions clearer.

GUIDELINES

Read this explanation. Notice how the writer uses time-

order words and spatial words to organize steps to make

them clearer and easier to understand.

All sentences in the paragraph are organized around

the main idea.

Time-order words help organize the

paragraph by list i n g the steps

in order.

Spatial words make the steps

easier to follow.

130

Composition

ANDWRITETH NK

OutliningWhy is it important

to know how to make

an outline? List three

reasons in your journal.

Outlining

Writers make outlines as a way to organize their main

ideas and put their ideas in order.

• An outline is a plan that organizes ideas about a specific topic.

• Outlines group facts into related categories.

• An outline can be used to plan the introduction, body, and

conclusion of a piece of writing.

• Use Roman numerals to list main ideas and capital letters to

list the supporting details below each main idea.

• Use a variety of sources to find facts and details for your outline.

GUIDELINES

Look at the outline of the life of William Clark. Clark was

one of the explorers who took part in the Lewis and Clark

expedition. Notice how the writer organizes the ideas.

William Clark

I. Clark’s Early Life

A. Born in Virginia in 1770

II. Lewis and Clark Expedition (1804-1806)

A. Explored Louisiana Purchase with Meriwether Lewis

B. Mapped routes, kept journal, made sketches

C. Helped hire Sacajawea, a Shoshone guide

D. Gathered materials and published records of journey

III. Clark’s Later Years

A. Became governor of the Missouri Territory

Each Roman numeral shows a main idea.

Each main idea will become a paragraph in the report.

A capital letter indicates a supporting detail.

131

Composition

ANDWRITETH NK

Writing DialogueWhy is it important for

descriptive writing to

be both interesting and

accurate? Write your


The details add up to an overall

impression of how spring differs in Minnesota and

Kentucky.

Vivid adjectives pinpoint exactly how something

looks.

Sensory details help the reader

see a picture.

A good description creates a clear, vivid picture of some-

thing or someone. It includes details that appeal to the

reader’s senses and organizes these details logically.

Read this description of winter weather. Notice how the

writer compares March in Minnesota to March in Kentucky

by grouping together similar types of details.

It was late March when we moved from Minnesota to

Kentucky. In Minnesota, the ground was still blanketed with

snow. It was the wet, dirty kind of snow that blends in with the

slate gray March sky and the spindly trees. The Minnesota air

was cold and damp as we loaded into the car.

In Kentucky, however, it felt like spring. We saw green

grass and even some flowers peeking out of the ground.

Unlike Minnesota, Kentucky is warm and colorful in March.

• A written description creates a clear and vivid picture of a

person, place, or thing.

• Descriptive writing uses sensory details to appeal to the

reader’s sense of sight, hearing, smell, taste, and touch.

• Use word choice and exact and vivid language to pinpoint

exactly how something looks, sounds, smells, tastes, and feels.

• In a description, the details should add up to an overall

impression of the subject.

• Organize a description from bottom to top or by using some

other spatial order, by presenting important details first or

last, or by grouping together similar types of details.

GUIDELINES

Writing Description

132

Composition

ANDWRITETH NK

DialogueHow can you identify

the speaker when

you read dialogue in

a story? Write a brief

explanation in your

journal.

Dialogue is the written conversation between two or

more characters in a story. It can also show what a character

is thinking.

• Dialogue is the exact words that characters speak in a story.

• Dialogue describes characters and moves along the action of

the story.

• Add quotation marks around a speaker’s exact words.

• Add details to tell who is speaking and how.

• Use a comma to separate phrases such as he said or she said

from the quotation itself.

• Place a comma or a period inside closing quotation marks.

• Begin the first word of dialogue with a capital letter.

• Begin a new paragraph each time the speaker changes.

GUIDELINES

Notice how the writer uses dialogue to help you get to

know the characters and to move along the story’s action.

A dog had chased my cat, Bubbles, under the porch,

and the poor cat was too scared to leave. All afternoon, my

neighbor Jim and I tried to coax her from her hiding place.

“Show her a cat toy,” Jim suggested.

“I did, but she wasn’t even interested,” I replied glumly.

“Hey, I know what to do!” Jim cried. He fetched a can of

cat food and held it out toward Bubbles. As soon as she heard

the sound of the can opening, Bubbles crawled toward us.

“No cat can hold out for dinner!” Jim sang happily.

Quotation marks show a speaker’s exact words.

Details tell who is speaking and how he or she is speaking.

A new paragraph is used each time the speaker changes.

Dialogue is the exact words that a character speaks.

Dialogue

133

Wri

ting

Practice Observe the world around you. What do you see and hear? Choose a topic that interests you. Then write your own poem.

• Choose a topic that you would like to write about.

• Give your poem a title.

• Think of ways to use sound in your poem. Will it rhyme? Will it use

repeated consonant or vowel sounds? Will it imitate a sound?

• Think about the pattern, or form, of your poem. Your poem can

have a certain shape or be divided into stanzas, for example.

GUIDELINES

A poem can be about any topic, but many poems

are about nature.

The title of a poem tells what

the poem is about. Be sure

to capitalize the first letter of

each important word in the title.

Poem

A poem is a form of writing that allows you to express yourself.

Spring Is Full of Wonders

Spring is full of wonders.

Sometimes it is as mysterious as a little girl

Who doesn't want to talk,

Sometimes as simple and familiar as a

garden fence.

Or like old apple trees blossoming from

time immemorial

Or like a blue swallow returning under

the eaves.

Sometimes happy

Sometimes sad

But always interesting.

Spring as usual,

Common and familiar.

However never repeating itself completely.

—Gordana Danicic

This poem uses similes. A simile compares two unlike things by using the words like or as.

This poem uses sensory words to describe what the poet saw and felt.

134

Writin

gHumorous Play

Practice Write a humorous play based on a familiar story. Include the setting, plot, characters, dialogue, and stage directions.

Cinderella Meets Snow White

CharactersCINDY: An 11-year-old girlSNOW: An 11-year-old girlPRINCE: An 11-year-old boySetting: A sunny day on a fairy-tale streetProps: a hand mirrorScene 1:Prince is in the center of the street practicing some dance steps. Cindy and Snow enter.SNOW: Prince, is it true you’re taking Cindy to the dance tonight?CINDY: I heard you asked Snow to the dance. Is that true?PRINCE: Well, it’s like this, I . . .SNOW: Why wouldn’t he ask me? Watch this. (Speaking to her hand mirror) Mirror, mirror in my hand, who’s the fairest in the land? (She gets no response.) Mirror? Come in, mirror. I must have a bad connection.CINDY: Have you thought of getting cable?SNOW: Well, Prince, who is it going to be?PRINCE: Well, um . . .CINDY: Wait a minute. Why are we arguing over him?SNOW: You’re right. Who wants a guy who can’t keep his word?PRINCE: Well, now wait a minute. I . . .SNOW: (Speaking to Cindy as they walk off together) I’ll meet you at 7:00.PRINCE: Wait! Girls?? Somebody?? Yipes!!

A play needs a “catchy” title.

A list of characters includes a brief description of each one.

The setting tells when and where the story takes place.

Props and costumes are important to the story line.

Stage directions are included whenever you want the characters to perform any physical action.

The dialogue is the characters’ spoken words.

A humorous play tells an amusing story through dialogue,

characters, stage directions, and props.

135

Wri

ting Friendly Letter

2245 Beacon Street

Providence, Rhode Island 02906

January 23, 20_ _

Dear Amy,

Hi! How are you? Is it snowing in Providence?

It snowed here last night. We had almost two

inches of snow! My brother and I went outside this

morning to build a snowman, but the snow had

already turned to rain. Instead, we got out a puzzle

and went to work.

When we got to the last piece, we couldn't find

it. It turns out that Shep, our dog, had snatched

it off the table and chewed it. We took the puzzle

apart and put it away.

Tonight we're going to the mall to look for a

new desk. The desk in my room is nice, but it's

so small that I can't spread out my schoolbooks.

I hope I can find a yellow one like yours.

Are you still coming to visit this summer? I'm

excited that we’ll be going to the water park. we’ll

have a great time! I hope to hear from you soon.

Your friend,

Julia

The greeting begins with

Dear and includes the name of the

person to whom the letter

is written.

A friendly letter is a letter that you would write to a friend or a

family member. The tone of a friendly letter is familiar and casual.

A friendly letter has these parts:

The heading gives the

address of the person writing

the letter.

The body is the main part

of the letter.

Practice Write a letter to a friend or a relative. Describe some-thing you did on your last vacation, or an interesting hobby that you have. Be sure to include the correct letter form.

The closing is a way of saying

good-bye.It is followed by

a comma.

The signature is the signed name

of the writer.

136

Writin

gThe Indiana Bat is in danger! In 1967, these

flying mammals were added to the list of

endangered species. Unfortunately, logging in our

area has caused the Indiana Bat population to drop

by 60% since the 1960s. Although some logging in

nearby counties has been put on hold, everyone knows

that the number of bats will continue to decrease

until all logging in the area is stopped.

The only way to save these innocent creatures is

to work together to help preserve their natural

habitat. Otherwise, the Indiana Bat will surely vanish

from the face of the earth.

Bat Alert!

Editorial

• Brainstorm a list of topics about which you have a strong opinion.

• Think about your audience. Will your classmates read your

editorial? Will the community read it?

• Consider your purpose for writing. Are you writing to persuade?

• Research your topic. Use reference sources.

• Organize your ideas in a logical order.

GUIDELINES

An editorial is a form of writing that expresses a writer’s

opinion about a topic. Editorials are usually found in

newspapers or magazines.

State your opinion in a topic sentence.

Use opinion words to convince your audience.

Save your strongest argument for last.

Support your opinion with facts and details.

Practice Think of an issue that concerns you, such as building parks, keeping streams clean, or recycling. Research information and write your own editorial.

137

Sentences

• There are four different types of sentences.

Types of Sentences

Type of Sentence Examples

A declarative sentence makes a statement and ends with a period.

Sue goes to the lake often.

The beach was crowded with people.

An interrogative sentence asks a question and ends with a question mark.

Have you been there this year?

Can Tom give me directions?

An imperative sentence tells or asks someone to do something and ends with a period.

Let me borrow your rowboat.

Push the boat into the water.

An exclamatory sentence expresses strong feeling and ends with an exclamation mark.

Wow, what a beautiful day!

Oh, no, I dropped the oar!

Practice Write sentence or fragment for each group of words. Rewrite each fragment to make a complete sentence.

1. Began to fall.

2. The sky was filled with clouds.

3. We picked up our picnic supplies.

4. The entire group of friends into a shelter.

5. Picnic in the shelter.

• A sentence is a group of words that expresses a complete thought.

The children went on a picnic.

• A sentence fragment is a group of words that does not express a

complete thought.

The boy in the red jacket. (needs a predicate)

Carried the largest basket. (needs a subject)

Sentences and Sentence Fragments

138

Sentences

Practice Write each sentence. Add the correct end punctuation. Write whether the sentence is declarative, interrogative, imperative, or exclamatory.

1. Have you ever been sailing

2. I took lessons last summer

3. Hey, it was the easiest thing I’ve ever learned

4. Hold this rope tightly

5. Don’t let it slip through your hands

6. Oops, I almost tipped over

7. Do you want to steer for a while

8. The lesson lasts for one hour

9. Does it cost much money

10. Lessons are not very expensive

Write five compound sentences. Use the proper

punctu ation for each one.

QU CK WRITEQU CK WRITE

Practice Combine each pair of sentences by using a comma and the word and, but, or or to create a compound sentence.

1. The trail is long. We should finish in two hours.

2. We can follow the trail. We could take a short cut.

3. It began to rain. The wind began to howl.

4. I saw bear tracks. I didn’t see a bear.

5. We can stop here. We can eat lunch at the top.

• A compound sentence contains two simple sentences that have

similar ideas. They are joined by a comma and the word and, or, or but.

We went hiking, and the rain slowed us down.

You can carry your pack, or they can carry it for you.

Hiking is hard work, but I enjoy the exercise.

Compound Sentences

139

Sentences

• The simple subject is the main word in the complete subject. It

tells exactly whom or what the sentence is about.

The helpful volunteer showed us a movie.

• The simple predicate is the main verb in the complete predicate.

It tells exactly what the subject does or is.

All of the students thought that the movie was interesting.

Simple Subjects and Simple Predicates

• The complete subject of a sentence includes all the words that

tell whom or what the sentence is about.

• The complete predicate of a sentence includes all the words that

tell what the subject does or is.

The new museum opens at nine o’clock.

Complete subject: The new museum

Complete predicate: opens at nine o’clock.

Complete Subjects and Complete Predicates

Practice Write each sentence. Draw one line under the complete subject. Draw two lines under the complete predicate.

1. Hector’s class went to the museum.

2. All of the children were excited about the trip.

3. The tour guides taught them a lot about ancient times.

4. They studied pottery that was thousands of years old.

5. The boys and girls learned about the people who made the pottery.

140

Sentences

Practice Write each sentence. Draw one line under the simple subject and two lines under the simple predicate.

1. Many paintings hang on the walls.

2. Picasso painted in a unique style.

3. My favorite painting is the one by Picasso.

4. The colors glow under the lights.

5. The museum offers painting lessons.

6. The next class begins tomorrow.

7. I like my art class.

8. The instructor teaches about the artists.

9. He shows us many colors.

10. New art classes start every month.

Write five sentences. In each sentence, draw one line

under the complete subject and two lines under the complete predicate. Then

write S above the simple subject and P above the simple predicate.


Practice Write each pair of sentences as one sentence with a compound subject or a compound predicate.

1. Spiders were on display. Insects were on display.

2. The tarantula has eight legs. The tarantula has a hairy body.

3. Stewart observes the beetles. Stewart takes notes on the beetles.

4. A boy notices the colorful butterfly. His mother notices the colorful butterfly.

5. Do you want to stay? Do you want to go?

• A compound subject has two or more simple subjects that share

the same predicate and are joined by the word and or or.

Stewart and Laura went to the museum.

• A compound predicate has two or more simple predicates that

share a subject and are joined by the word and or or.

We stopped and visited the insect exhibits.

Compound Subjects & Compound Predicates

141

Nouns

Practice Combine the nouns in each sentence by using and or or to create one sentence. Underline each noun, and write whether it names a person, place, thing, or idea.

1. Many girls performed dances. Many boys performed dances.

2. The stage in our school had lights. The stage had props.

• A noun is a word that names a person, place, thing, or idea.

The festival was held on Monday.

Nouns

• A singular noun names one person, place, thing, or idea.

• A plural noun names more than one person, place, thing, or idea.

• Most plural nouns are formed by adding -s or -es.

Singular and Plural Nouns

• Sentences with related information about two different nouns may

be combined by using the conjunction and or or to join the nouns.

Music will be presented. Dance will be presented.

Music and dance will be presented.

Combining Sentences: Nouns

Singular Plural Singular Plural

vegetable vegetables sandwich sandwiches

valley valleys pastry pastries

knife knives woman women

Practice Write each sentence. Draw one line under singular nouns and two lines under plural nouns.

1. Sandwiches were sold at booths next to the sidewalk.

2. The woman tasted a dish made with noodles.

142

Nouns

Practice Write each sentence. Draw one line under each common noun and two lines under each proper noun.

1. The women admired the costumes from India.

2. A Native American wore moccasins of leather and beads.

3. The fabrics from Africa have bold colors.

Write five sentences that each contain proper nouns and

common nouns. Underline all of the nouns. Above each noun write S for singular

nouns and P for plural nouns.


• A common noun names a person, place, thing, or idea.

• A proper noun names a particular person, place, thing, or idea

and begins with a capital letter.

Common and Proper Nouns

• A possessive noun is a noun that shows who or what owns or

has something.

Possessive Nouns

Description Examples

A singular possessive adds ’s to a singular noun.

horse’s tail fox’s tracks

leaf’s color child’s toy

A plural possessive adds ’ to a noun that ends with an s and ’s to plural nouns that do not end with an s.

two horses’ tails many foxes’ tracks

many leaves’ colors two children’s toys

Practice Write each sentence. Use the correct possessive form of the words in parentheses ( ).

1. I admired the (saddle of the Arabian horse).

2. The (daughter of the woman) clapped her hands.

3. The (tricks of the clowns) made everyone laugh.

4. The (floats of the parade) were very colorful.

5. The (weather of the day) was perfect for a parade.

143

Verbs

Practice Rewrite each sentence using the correct tense of the verb in parentheses ( ).

1. Tomorrow we (watch) a play.

2. Yesterday the actors (perform) a comedy.

3. Now Rene (like) comedies better than mysteries.

4. Mrs. Thomas (want) to see a musical tonight.

5. Last year she (act) in a drama.

Practice Write each sentence. Underline and write AV above the action verb. Underline and write DO above the direct object.

1. My story told an adventure.

2. I needed some paper.

3. My sister borrows my pencils.

4. I bought a notebook.

5. I finished my story.

• An action verb is a word that tells the action of the subject.

I wrote a story.

• A direct object is a noun or pronoun that tells to what or whom

the action is done.

She read the story.

Action Verbs and Direct Objects

• The tense of a verb tells when something happens.

Verb Tenses


A present-tense verb shows something is happening now.

dances carries

A past-tense verb shows something has already happened.

danced carried

A future-tense verb shows something is going to happen.

will dance will carry

144

Verbs

Write five sentences that each contain an action verb.

Underline the verb. Then write if the verb is in the past, present, or future tense.


Practice Write each sentence. Use the past-tense form of the verb in parentheses ( ).

1. My classmates and I (hope) everyone would like the show.

2. The girls (skip) to the music.

3. The audience (copy) our motions.

• The spellings of some verbs change when -es or -ed is added.

Spelling Present- and Past-Tense Verbs

Rules for verbs ending in: Examples

consonant + y : change the y to i and add -es or -ed.

Mavis tries to help Mom.

Mavis tried to help Mom.

one vowel and one consonant: double the final consonant before adding -ed.

Rylie mopped the floor.

e: drop the e before adding -ed. Harrison baked a cake.

• A singular verb is used with a singular subject.

Sue wants to find a book.

• A plural verb is used with a plural subject.

The customers want the new bestseller.

• Add -s to most verbs if the subject is singular and present tense.

• Do not add -s to the verb if the subject is plural or if the pronouns

are I or you.

Subject-Verb Agreement

Practice Rewrite each sentence using the correct form of the verb in parentheses ( ).

1. The bookstore (sell, sells) hundreds of books.

2. My friends (want, wants) a book of poetry.

3. Pam and Bob (look, looks) for the comic books.

145

Verbs

Practice Complete each sentence with the linking verb in parentheses ( ). Draw one line under the noun that renames the subject. Draw two lines under the adjective that describes the subject.

1. The student a champion. (be)

2. Her coach skillful. (be)

3. His parents supportive. (be)

4. James excited. (look)

5. The team ready to compete. (seem)

Practice: Write each sentence. Complete the sentence with a helping verb.

1. I waiting for the race to begin soon.

2. The horses meeting at the starting line.

3. The winner finished in the fastest time.

• The main verb in a sentence shows what the subject does or is.

The horse is leaping over the fence.

• A helping verb helps the main verb show an action or make

a statement.

The horse is leaping over the fence.

• Use a form of the verb be with the present participle.

• Use a form of the verb have with the past participle.

Main Verbs and Helping Verbs

• A linking verb links the subject of the sentence to a noun or an

adjective in the predicate. Linking verbs do not show action.

Patricia was a coach.

• Coach is a noun that renames the subject.

The gymnast is strong.

• Strong is an adjective that describes the subject.

Linking Verbs

146

Verbs

Choose three irregular verbs. Write a sentence for each

using their present tense, past tense, and past participle forms.


Practice: Rewrite each sentence using the correct form of the verb in parentheses ( ).

1. Last night we (choose) the path around the lake.

2. Several geese had (fly) above us.

3. We (go) slowly around the path that night.

4. I have (ride) my bike here before.

5. Dan (bring) bottles of water last night.

6. He had (give) a bottle to each of us.

7. Later Sarah (throw) a stone across the water.

8. Afterwards I (drink) the rest of my water.

9. That evening, we (see) the sun go down.

10. I have never (see) a more beautiful sight.

• An irregular verb is a verb that does not add -d or -ed to form the

past tense or the past participle.

• The helping verbs has, have, and had are used with the past

participles of irregular verbs to form other tenses.

Irregular Verbs


Present Tense

Sarah runs to the park.

She buys new shoes.

Past Tense

Sarah ran to the park.

She bought new shoes.

Past Participle

She has run to the park before.

She already has bought new shoes.

147

Pronouns

• A pronoun is a word that takes the place of one or more nouns.

A pronoun must match the noun that it replaces.

Pronouns

• A subject pronoun can take the place of a noun that is the subject

of a sentence. I, you, he, she, it, we, and they are subject pronouns.

Mario runs the meeting. He runs the meeting.

• An object pronoun can be used as the object of an action verb

or after words such as to, for, with, in, or at. The words me, you,

him, her, it, us, and them are object pronouns.

Mario tells us how to protect the environment.

Subject Pronouns and Object Pronouns

Singular Pronouns I, you, he, she, it, me, him, her

Plural Pronouns we, you, they, us, them

Practice Write each sentence. Replace each underlined word or words with a pronoun. Make sure that the pronoun matches the noun to which it refers.

1. Maddie and Claire decide to attend the meeting.

2. The meeting is about recycling and conservation.

3. Mr. Alden gives the girls permission to attend the meeting.

Practice Write each sentence. Replace the underlined noun or nouns with the correct subject or object pronoun. Underline each subject pronoun.

1. Mario presents information about recycling.

2. Mario asks Claire and me to help set up a video.

3. The video shows how discarded plastic can harm wildlife.

4. Students ask Mario questions about recycling.

5. Mario tells the students how to conserve natural resources.

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Pronouns

Write five sentences that include subject and object

pronouns. Make sure each subject pronoun agrees with its verb.


• Subject pronouns and verbs must agree. Singular subjects go

with singular verbs. Plural subjects go with plural verbs.

• Add -s to most verbs when you use he, she, or it. Do not add -s to a

present-tense verb when the subject is I, you, or a plural pronoun.

She asks questions. They ask questions.

• A compound subject can have two pronouns with the same

predicate. The verb agrees with the plural subject.

She and I ask questions.

Pronoun-Verb Agreement

Practice Rewrite each sentence with the correct present-tense form of the verb in parentheses ( ).

1. He the principal about our meeting. (tell)

2. He and I the principal to start a recycling program. (convince)

3. She that our school can help the environment. (know)

• A possessive pronoun shows who or what owns something.

Mario’s poster has information. His poster has information.

• My, your, his, her, its, our, your, and their are possessive pronouns

that come before nouns. Mine, yours, his, hers, its, ours, yours,

and theirs are possessive pronouns that can stand alone.

I liked your poster. That poster is ours.

Possessive Pronouns

Practice Write each sentence. Replace the underlined word or words with the correct possessive pronoun.

1. The program succeeds due to the students’ hard work.

2. Mr. Alden is the program’s faculty advisor.

3. Mario’s poster convinces others to recycle.

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Adjectives

Practice Write each sentence. Complete each sentence with an article or another adjective.

1. Mount St. Helens is part of Cascade Range.

2. volcanoes are inactive and cause no harm.

3. Some volcanic eruptions have caused damage.

• Adjectives are words that describe nouns or pronouns. Adjectives

tell what kind or how many.

Mount St. Helens had a violent eruption in 1980. (what kind)

Before 1980, the volcano had few eruptions. (how many)

• A, an, and the are special adjectives called articles. Use a or an to

refer to any one item in a group. Use the to refer to a specific item

or more than one item.

an eruption a volcano the lava

Adjectives and Articles

• A demonstrative adjective tells which one or which ones.

• This and these are demonstrative adjectives that refer to

something nearby.

According to these records, this volcano erupts often.

• That and those are demonstrative adjectives that refer to

something farther away.

Look in the distance at that volcano among those hills.

Demonstrative Adjectives

Practice Write each sentence. Complete each sentence with this, that, these, or those.

1. Can I see brochures in your hand?

2. brochure has more information than this one.

3. facts about volcanoes are amazing!

150

Adjectives

Write five sentences about your classroom. Use adjectives

to describe and compare objects in the room. Include demonstrative, comparative,

and superlative adjectives.


• Use comparative adjectives to compare two nouns or pronouns.

taller than more active than better than

• Use superlative adjectives to compare more than two nouns

or pronouns.

tallest of all most active of all best of all

Comparative and Superlative Adjectives

Practice Write each sentence. Use the correct adjective from the pair in parentheses ( ).

1. The volcano was (large, larger) than Kayla expected.

2. It was the (more amazing, most amazing) sight she had ever seen.

3. It was the site of the (worse, worst) natural disaster in 100 years.

• Two sentences that tell about the same noun can be combined by

adding an adjective to one of the sentences.

There was hot lava. The lava was black.

There was hot, black lava.

Combining Sentences with Adjectives

Practice Combine each pair of sentences by adding an adjective to one of the sentences. Write the new sentence.

1. Kayla showed us pictures. There were several pictures.

2. She told about the volcano. The volcano was impressive.

3. It was a big volcano. The volcano was inactive.

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Adverbs and Negatives

Practice Write each sentence. Draw one line under the adverb. Write whether the underlined adverb tells how, when, or where the action takes place.

1. One runner lifted her knees high to stretch her legs.

2. Another runner sat down and stretched.

3. Theresa walked around to keep her legs limber.

4. Sometimes Theresa hopped on one foot or the other.

5. Anna hummed quietly while she waited for the race to begin.

• An adverb tells more about a verb. An adverb tells how, when, or

where an action takes place.

Theresa jogs slowly. (how)

The race begins soon. (when)

The fans gather nearby. (where)

• Many adverbs end in -ly.

carefully sweetly happily softly

Adverbs

• Adverbs can describe adjectives as well as verbs.

Theresa felt awfully nervous.

• Adverbs can also tell more about other adverbs.

Her heart was beating very quickly.

Adverbs Before Adjectives and Adverbs

Practice Write each sentence. Write whether the underlined adverb describes an adjective or another adverb.

1. Theresa was extremely nervous about the race.

2. She was too excited to notice the cheering crowd.

3. She bolted very quickly at the sound of the whistle.

4. She ran quite well during the race.

5. Theresa was rather happy with her progress.

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Adverbs and Negatives

Write six sentences with adverbs. Include a least one com-

parative adverb and one superlative adverb. Also include at least one negative.


Practice Write each sentence. Choose the correct comparative or superlative adverb from the parentheses ( ).

1. Theresa ran (more quickly, most quickly) than the others.

2. Theresa had trained (harder, more hard) than her competitors.

3. Of all the fifth-graders, Theresa ran (more swiftly, most swiftly).

• Adverbs can compare two or more actions.

Comparing with Adverbs

To Compare Two Actions

Add -er to most short adverbs. longer, higher, slower

Use more with an adverb that has two or more syllables.

more quietly, more patiently

To Compare Three or More Actions

Add -est to most short adverbs. longest, highest, slowest

Use most with an adverb that has two or more syllables.

most quietly, most patiently

• A negative is a word that means “no.” Do not use a double

negative in one sentence. Correct a double negative by changing

one negative into a positive word.

She didn’t want anyone to feel bad about the race.

Negatives

Practice Write each sentence correctly, using only one negative.

1. Before long, there wasn’t no one left on the track.

2. After the race, Theresa didn’t have no energy to celebrate.

3. Theresa didn’t want to do nothing but sleep.

153

Interjections and Prepositions

Practice Rewrite each sentence using correct capitalization and punctuation.

1. Look there is film in my backpack

2. Hooray we will have pictures to remember our trip

3. Well should we start on our hike

4. Oh no the flash doesn’t seem to be working

5. Yikes we forgot to replace the batteries

• An interjection is a word or group of words that expresses

strong feeling.

Oops! We forgot to put film in the camera.

• A comma is used after a mild interjection.

Gee, I guess we should have checked the camera.

• An exclamation mark is used after an interjection that expresses

very strong feeling.

Hey! Maybe there is film in our backpacks.

Interjections

• A preposition is a word that relates a noun or pronoun to another

word in a sentence.

My family enjoys traveling during the summer.

Prepositions

Common Prepositions

about among beside from off to

above around between in on under

across at by inside out until

after before down into outside up

against behind during near over with

along below for of through without

154

Interjections and Prepositions

Practice Write each sentence. Choose a preposition to complete the sentence.

1. Our family enjoys spending time each other.

2. We drive the mountains.

3. We hike the trails.

4. The trails curve the river.

5. The view the mountains is beautiful.

Write five sentences with interjections and prepositional

phrases. Underline each prepositional phrase, and circle the object of

the preposition.


Practice Write each sentence. Draw one line under the prepositional phrase. Draw two lines under the object of the preposition.

1. My brother walked across the bridge.

2. He looked at the clear, blue water.

3. My parents brought a picnic for us.

4. After lunch, we spread out a blanket and relaxed.

5. Everyone rested under a large, shady tree.

• A prepositional phrase begins with a preposition and ends with

a noun or pronoun.

We love to explore near the river.

• The object of a preposition is the noun or pronoun that follows

the preposition.

There is a bridge over the river.

• When the object of a preposition is a pronoun, use an object

pronoun, such as me, you, him, her, it, us, or them.

You can see over it to the other side.

Prepositional Phrases

155

Mechanics • Abbreviations

• An abbreviation is a shortened form of a word. An initial is the

first letter of a name. Titles and initials begin with a capital letter

and end with a period.

Title Abbreviation Title Abbreviation

men Mr. Doctor Dr.

women Ms. Senator Sen.

married women Mrs. Governor Gov.

Name Initials

John Robert J. R.

Nancy Jane N. J.

Titles and Names

• In both formal and informal writing, use abbreviations for certain

organizations and government agencies. These abbreviations

usually have all capital letters and no periods.

United Nations UN Federal Bureau of Investigations FBI

Organizations

• Use abbreviations at the end of Internet addresses.

commercial .com educational .edu

organization .org network .net

Internet Addresses

Practice Rewrite each sentence. Change each word or group of words in parentheses ( ) to an abbreviation or initials.

1. Our class contacted the (Department of Natural Resources).

2. We talked to a man named (Doctor) (Paul James) Donahue.

3. We asked about (woman) Keller, a famous botanist.

4. Our class was told to contact her at www.geese. (organization).

5. (woman) Keller works for the (Environmental Protection Agency).

156


• Use abbreviations to indicate time before noon and after noon.

These abbreviations are capitalized with periods after each letter.

Abbreviation Meaning

11:00 A.M. 11:00 ante meridiem (before noon)

11:00 P.M. 11:00 post meridiem (after noon)

Time

• In informal writing, use abbreviations of the days of the week

and the months of the year. These abbreviations begin with a

capital letter and end with a period.

Day Abbreviation Month Abbreviation

Monday Mon. January Jan.

Tuesday Tues. February Feb.

Wednesday Wed. March Mar.

Thursday Thurs. April Apr.

Friday Fri. May May

Saturday Sat. June June

Sunday Sun. July July

August Aug.

September Sept.

October Oct.

November Nov.

December Dec.

Days and Months

• Address abbreviations are capitalized and followed by a period.

Avenue Ave. Drive Dr.

Street St. Road Rd.

Boulevard Blvd. Post Office P.O.

Addresses

157


• United States Postal Service abbreviations for the names of

states consist of two capital letters. No period follows these

abbreviations.

State Abbreviation State Abbreviation

Alabama AL Montana MT

Alaska AK Nebraska NE

Arizona AZ Nevada NV

Arkansas AR New Hampshire NH

California CA New Jersey NJ

Colorado CO New Mexico NM

Connecticut CT New York NY

Delaware DE North Carolina NC

Florida FL North Dakota ND

Georgia GA Ohio OH

Hawaii HI Oklahoma OK

Idaho ID Oregon OR

Illinois IL Pennsylvania PA

Indiana IN Rhode Island RI

Iowa IA South Carolina SC

Kansas KS South Dakota SD

Kentucky KY Tennessee TN

Louisiana LA Texas TX

Maine ME Utah UT

Maryland MD Vermont VT

Massachusetts MA Virginia VA

Michigan MI Washington WA

Minnesota MN West Virginia WV

Mississippi MS Wisconsin WI

Missouri MO Wyoming WY

States

• Use abbreviations for units of measure. The abbreviation is the

same for singular and plural units.

in.—inch(es) lb.—pound(s) km—Kilometer(s) L—liter(s)

Units of Measure

158

Mechanics • Capitalization

Practice Rewrite the friendly letter correctly. Use capital letters where needed.

(1) dear friend,

(2) how are you? Let me just say, (3) “here is a poem for you.”

(4) roses are red.

Violets are blue.

Sugar is sweet.

And so are you.

(5) your friend,

Michael

• Capitalize the first word of a sentence.

My sister is going to camp.

• Capitalize the first word of a direct quotation. Do not capitalize

the second part of an interrupted quotation.

Dan cried, “Please stop the presses!”“I am leaving,” Jan declared, “as soon as I can.”

• When the second part of a quotation is a new sentence, put a

period after the interrupting expression and capitalize the first

word of the new sentence.

“I know that song,” said Lisa. “We learned it last week.”

• Capitalize all words in the greeting of a letter.

Dear Sirs: Dear Friend,

• Capitalize the first word in the closing of a letter.

Sincerely, Yours truly,

• Capitalize the first word of each line of poetry unless the word is

not capitalized in the original piece.

I shot an arrow into the air,It fell to earth, I know not where;For, so swiftly it flew, the sightCould not follow it in its flight.

First Words

159


• Capitalize the names of people and the initials that stand for

their names.

James Robert Perry J. R. Perry

• Capitalize titles or abbreviations of titles when they come before

or after the names of people.

Mr. James Perry, Jr. General J. P. Perry Dr. Ellen Mahoney

• Capitalize words that show family relationships when used as

titles or as substitutes for a person’s name.

Then Dad and Grandma Ellen cooked dinner.

• Do not capitalize words that show family relationships when they

are preceded by a possessive noun or pronoun.

Diane’s grandmother is a good cook. Her dad is a good cook, too.

• Capitalize the pronoun I.

Can I help cook dinner?

Proper Nouns: Names and Titles of People

Practice Rewrite each sentence correctly. Capitalize the names and titles of people where needed.

1. p. j. and i made brownies for the family party.

2. My uncle, general steven ross, loved them.

3. My uncle and i ate five brownies each.

4. Father helped grandpa make pasta.

5. Grandpa said that mr. matthews gave him the recipe.

160


Practice Rewrite each sentence correctly. Use capital letters where needed.

1. Our class drove through titusville, florida, to visit the john f. kennedy space center.

2. The bus drove south along cheney highway.

3. We looked at the atlantic ocean, and then we went inside to learn about space.

4. We learned about the crab nebula, an exploding star farfrom earth.

5. We also learned about mars, the fourth planet from the sun.

• Capitalize the names of cities, states, countries, and continents.

Do not capitalize articles or prepositions that are part of the name.

City AustinState TexasCountry United States of AmericaContinent North America

• Capitalize the names of bodies of water and geographical features.

Atlantic Ocean Niagara Falls• Capitalize the names of sections of the country.

the South the Pacific Northwest• Do not capitalize compass points when they just show direction.

New York is east of Cleveland.• Capitalize the names of streets and highways.

Elm Street Santa Ana Freeway• Capitalize the names of buildings, bridges, and monuments.

Sears Tower Brooklyn Bridge Jefferson Memorial• Capitalize the names of stars and planets.

The closest star to our planet is Proxima Centauri.The planet closest to the sun is Mercury.

• Capitalize Earth when it refers to the planet. Do not capitalize

earth when preceded by the. Do not capitalize sun or moon.

One moon revolves around Earth.The earth revolves around the sun.

Proper Nouns: Names of Places

161


• Capitalize the names of schools, clubs, businesses, and

political parties.

Albright Middle School Explorers’ ClubReynold’s Pharmacy Democratic Party

• Capitalize the names of historic events, periods of time, and

documents.

Battle of Bunker Hill Colonial PeriodDeclaration of Independence

• Capitalize the days of the week, months of the year, and holidays.

Do not capitalize the names of the seasons.

We started school on Tuesday, September 1.Our first vacation is on Labor Day.My favorite season is autumn.

• Capitalize abbreviations.

Dr. Ave. Sept. Ln.• Capitalize the names of ethnic groups, nationalities, and languages.

The French won the war. I speak Japanese.• Capitalize proper adjectives that are formed from the names of

ethnic groups and nationalities.

Italian bread Egyptian cotton• Capitalize the first word of each main topic and subtopic in an

outline.

I. Products and exports A. Natural resources B. Manufactured goods

Other Proper Nouns and Adjectives

Practice Rewrite each sentence correctly. Use capital letters where needed.

1. The fifth graders at jefferson elementary are studying the louisiana purchase.

2. The jeffersonville historical society has helped them gather information.

3. The Louisiana Territory had been changing hands since the seven years’ war.

4. spanish, french, and british troops had all occupied the territory.

5. The students wondered if the troops spoke english.

162


• Capitalize the first, last, and all important words in the title

of a book, play, short story, poem, film, article, newspaper,

magazine, TV series, chapter of a book, and song.

I can’t wait to read Roll of Thunder, Hear My Cry.

Did you see Peter Pan at the community theater?

A clever short story is “Rip van Winkle.”

My favorite poem when I was young was “Old King Cole.”

You should read “Cars of the Future” in this month’s

Vehicles Monthly.

My dad reads The Los Angeles Times every morning.

Did you watch Newsbreaker last night?

Chapter one of that book is titled “The Long Night.”

I sang “The Star-Spangled Banner” before the big game.

Titles of Works

Practice Rewrite each sentence correctly. Capitalize all titles of works.

1. Our school newspaper, the titan times, prints entertainment reviews.

2. One writer liked the book stuart little.

3. Her favorite chapter was titled “a narrow escape.”

4. Another writer reviewed a play titled the great divide.

5. He compared it to the short story titled “opposite ends.”

6. One writer reviewed the choir’s performance of “somewhere over the rainbow.”

7. I remember that song from the film the wizard of oz.

8. Next month, I’ll write a review for the television series titled karate man.

9. The article’s title will be “getting your kicks.”

10. Maybe I’ll write a review of my favorite magazine, kidsports, too.

163

Mechanics • Punctuation

• Use end punctuation at the end of a sentence.

• A period ends a declarative sentence. A declarative sentence

makes a statement.

I have a cold.• A period ends an imperative sentence. An imperative sentence

makes a command or a request.

Keep yourself warm.• A question mark ends an interrogative sentence. An interrogative

sentence asks a question.

Will I get well?• An exclamation mark ends an exclamatory sentence. An

exclamatory sentence expresses strong emotion.

I finally feel better!

End Punctuation

• Use a period at the end of an abbreviation (in informal writing).

Dr. St. Tues. Jan.• Use a period in abbreviations for time (in both formal and

informal writing).

12:00 A.M. 12:00 P.M.

• Use a period after initials.

P. J. Reynolds• Use a period after numbers and letters in an outline.

I. Margaret Mead A. Famous anthropologist B. Summary of her work

Periods

Practice Write each sentence. Use correct punctuation.

1. Do you have any chicken soup

2. At 10:00 AM, some ladies brought chicken soup to my house.

3. I liked Mrs Nelson’s chicken soup best.

4. “AJ Jones,” she said, “you’ll feel better soon.”

5. How hot it was

164


• Use a colon to separate the hour and the minute when you write

the time of day.

12:45 1:15 6:30• Use a colon after the greeting of a business letter.

Dear Sirs: Dear Mr. Franklin:

Colons

• Use a hyphen or hyphens in certain compound words.

drive-in merry-go-round• Use a hyphen to show the division of a word at the end of a line.

Always divide the word between syllables.

Jennifer wants to go camping and canoe-ing this weekend.

• Use a hyphen in compound numbers.

twenty-two students forty-nine stairs

Hyphens

• Use an apostrophe and an s (’s) to form the possessive of a

singular noun.

Jason’s book my mom’s bike the car’s horn• Use an apostrophe and an s (’s) to form the possessive of a

plural noun that does not end in s.

children’s books men’s shoes geese’s feathers• Use an apostrophe alone to form the possessive of a plural noun

that ends in s.

ladies’ purses donkeys’ brays lilies’ scent• Use an apostrophe in a contraction to show where a letter or

letters are missing.

we + are = we’re he + is = he’s would + not = wouldn’t• Do not use an apostrophe in a possessive pronoun.

its good points their friends your idea

Apostrophes

165


Practice Rewrite the following friendly letter. Place commas where needed.

124 Higgins Street

(1) Pittsburgh PA 15212

(2) September 4 2009

(3) Dear Mariela

(4) On September 30 2009 I will be coming to town.

(5) Your friend

Grace

• Use a comma between the name of the city and state in an

address.

Boston, Massachusetts• Use a comma after the name of a state or a country when it is

used with the name of a city in a sentence.

We visited San Francisco, California, on our vacation.• Use a comma between the day and year in a date.

April 20, 2002 July 4, 1776• Use a comma before and after the year when it is used with both

the month and the day in a sentence. Do not use a comma if only

the month and the year are given.

June 4, 2000, is our last day of school.We will begin middle school in September 2001.

• Use a comma after the greeting in a friendly letter and after the

closing in all letters.

Dear Tyler, Sincerely,

Commas

• Use commas to separate three or more items in a series.

Our flag is red, white, and blue.You are kind, patient, and helpful.

• Use a comma before and, but, or or when it joins simple

sentences to form a compound sentence.

We like to play softball, but the field is often used.My mother can drive us, or we can take the bus.

Commas

166


• Use a comma after introductory words or phrases in a sentence.

Yes, I enjoy science class.• Use a comma to set off a noun of direct address.

Greta, please pass the mustard.• Use a comma to set off a direct quotation.

“I’ll be right there,” I said.“Will you please,” I added, “pass the salt?”

• Use a comma after an introductory prepositional phrase.

To the right of the tree, you’ll see the monument.Behind the house, my family is waiting.

• Use a comma to prevent misreading.

To a tall girl like Joan, Taylor seems really short.

Commas

Practice Rewrite each sentence correctly. Add commas where they are needed.

1. We unloaded the balls bats and catcher’s equipment for the big game.

2. I hope I’ll be pitcher but I’m not sure whether I’ll be chosen.

3. A pitcher has to be smart fast and accurate.

4. Our games are exciting and many people cheer.

5. We score early in the game or we depend on good pitching.

Practice Rewrite each sentence. Add commas where needed.

1. Mom are you ready for the family reunion?

2. Yes I’m ready.

3. Well I’m not.

4. As you know we haven’t prepared anything for the potluck supper.

5. On the table you’ll find the recipe for the beans.

6. Over the stove you’ll find the ingredients.

7. Yes Mom I’ll make the beans.

8. Like my mom I enjoy cooking.

9. “You are both great cooks” my dad said.

10. “I think” I replied “you’re right!”

167


Practice Rewrite each sentence correctly. Add punctuation where needed.

1. Are you ready for Around-the-World Day asked Mrs. Lee.

2. I want to learn about Jamaica said Isabel.

3. Will we asked Kevin learn about Ireland?

4. Yes replied Mrs. Lee we will.

5. Michael exclaimed What fun this day will be!

6. Did you enjoy the story titled Best Player?

7. Yes, it reminded me of the poem Casey at the Bat.

8. It made me think of the song Take Me Out to the Ballgame.

9. I read an article titled Greatest Baseball Players in History.

10. Now I look for books with chapter titles such as Home Run Kings.

• Use quotation marks before and after a direct quotation, the

exact words that a speaker says.

“Someday I’m going to Brazil,” said Paul.“Someday,” said Paul, “I’m going to Brazil.”

• Use a comma or commas to separate a phrase, such as he said,

from the quotation itself. Place the comma outside the opening

quotation marks but inside the closing quotation marks.

Veronica asked, “Would you like to go to China?”“When I get older,” replied Adam, “I’d love to go there.”

• Place a period inside closing quotation marks.

Pam added, “I hear Singapore is beautiful, too.”• Place a question mark or an exclamation mark inside the

quotation marks when it is part of the quotation.

“Where do you want to travel?” asked Maria.“I want to go on safari in Kenya, of course!” shouted Lily.

• Use quotation marks around the title of a short story, song, short

poem, magazine or newspaper article, and chapter of a book.

“Jack and the Beanstalk” “Yankee Doodle Dandy”

“How Valentine’s Day Came to Be” “Little Miss Muffet”

“Hurricane Floyd Rocks the Southeast” “A Mysterious Visitor”

Quotation Marks

168


Practice Rewrite each sentence correctly. Underline titles where needed.

1. Did you know that the movie Alice in Wonderland was based on a book?

2. Yes, the book was titled Alice’s Adventures in Wonderland.

3. The author’s life was described on a TV show called Great Authors.

4. Articles about the author also appeared in newspapers such as The Chicago Tribune.

5. The author’s biography was written in Cricket magazine, too.

• Use italics or underlining to enclose the title of a book, film,

television series, play, magazine, or newspaper.

The Secret Garden The Secret Garden

Dumbo Dumbo

Reading Rainbow Reading Rainbow

Fiddler on the Roof Fiddler on the Roof

Sports Illustrated Sports Illustrated

The New York Times The New York Times

Italics (Underlining)

169

Diagramming

• The simple subject and the simple predicate are written on the

base line of a sentence diagram. The simple subject is written on

the left side of the base line, and the simple predicate is written

on the right side. An up-and-down line separates the simple

subject from the simple predicate.

Miners dig minerals.

Miners dig

In an interrogative sentence, the simple subject often comes

between the two parts of a verb phrase.

Have you seen the mine?

you Have seen

In an imperative sentence, there may not be a named subject. In

this case, the subject is you.

Watch that miner.

(you) Watch

Simple Subjects and Simple Predicates

Practice Make a sentence diagram of the simple subject and the simple predicate in each sentence.

1. Minerals come from the earth.

2. Coal is formed between layers of rock.

3. Miners blast minerals out of the ground.

4. Does copper come from mines in Arizona?

5. Close that mine now.

Sentence Structure: Diagramming Guide A sentence diagram shows how the words in a sentence go

together. The diagram shows capitalized words but not sentence

punctuation. The most important words in the sentence are put

on a horizontal base line. The other words are written on lines

connected to the base line. First, you will learn how to diagram

the most important words in a sentence. Later, you will learn how

to diagram the other words.

170

Diagramming

Practice Diagram the compound subject or the compound predicate in each sentence. Include in each diagram the simple subject and the simple predicate that goes with each compound.

1. Bones and teeth need calcium.

2. Some fats and oils help the body.

3. Vitamin A strengthens and improves vision.

4. Starches and sugars are carbohydrates.

5. Toddlers and women require extra iron.

6. Good food and exercise are important.

7. Oxygen and food are needed by the body.

8. A healthy body repairs and replaces damaged cells.

9. Babies, children, and teenagers need healthy food.

10. Children eat, sleep, and exercise to stay healthy.

• A sentence with a compound subject has two or more simple

sub jects with the same predicate. A sentence with a compound

predicate has two or more simple predicates with the same subject.

The simple subjects or simple predicates are joined by and or or.

In a sentence diagram, the word and or or is written on a dotted

up-and-down line connecting the subjects or the predicates.

Rice and pasta provide energy for the body.

Humans work, play, and sleep.

Compound Subjects and Predicates

Rice

pasta

providean

d

sleep

work

Humans

an

d play

171

Diagramming

Practice Diagram the simple subject, the simple predicate, and the direct object or objects in each sentence.

1. Mrs. Jacobsen encouraged Daniel.

2. She explained the requirements.

3. Daniel joined the club.

4. The students brought costumes and props.

5. The principal planned a stage set.

6. The crew cleared the stage.

7. Some art students painted the scenery.

8. Another group designed a program.

9. Dad took photographs.

10. Mom fed the cast and crew.

• A direct object is a noun or pronoun in the predicate that receives

the action of the verb. It answers the question Whom? or What?

In a sentence diagram, the direct object is written after the

simple predicate on the base line. An up-and-down line separates

the direct object from the simple predicate. This vertical line does

not cross the base line.

Many students join the band.

students join band

A verb can have more than one direct object. Look at the following

example to see how a compound direct object is diagrammed.

Many students join the band, choir, or orchestra.

Direct Objects

orchestra

band

students join or choir

172

Diagramming

Practice Diagram every word in these sentences.

1. A single kettledrum echoes forcefully.

2. Felt covers the tenor drumsticks.

3. Ancient civilizations probably played drums.

4. Military and marching bands often play tenor drums.

5. Many famous composers wrote musical arrangements.

• Adjectives, including the articles a, an, and the, describe nouns.

Adjectives tell what kind, which one(s), and how many. Adverbs

describe verbs, adjectives, or other adverbs. Adverbs answer

how, when, where, or why. In a sentence diagram, adjectives and

adverbs are placed on slanted lines below the words they describe.

The talented drummer played loudly.

drummer played

An adverb does not always appear next to the verb it describes. In

the following sentence, an adverb describes another adverb.

The drummer struck the instrument very quickly.

The adverb very describes the adverb quickly. Notice how the

adverbs are diagrammed.

Notice how the two adjectives are diagrammed in the following

example.

The bass drum boomed loudly and deeply.

Adjectives and Adverbs

Thetalented

loudly

The

drummer struck instrument

quickly

thevery

The

drum boomed

loudly

deeply

bassand

173

Diagramming

Practice Diagram every word in these sentences.

1. Many movies are filmed in Europe.

2. The producer and director work on the film.

3. The director talks to the cast.

4. The actors and crew listen to the director.

5. The script is written by a screenwriter.

6. Film is added to the camera.

7. The sets are created by a set designer.

8. Some costumes are repaired by the wardrobe person.

9. The music is recorded in a sound studio.

10. The movie studio pays for the movie.

• Prepositional phrases begin with a preposition such as to, for, from, at, or in and end with a noun or pronoun. In a sentence

diagram, a prepositional phrase is written on a slanted line below

the word that it modifies. The object of the preposition is written

on a connecting horizontal line.

Sound and pictures are recorded separately in movies.

The words that describe the object of the preposition are written on

slanting lines below it.

Some sounds are added to the completed film.


Sound

pictures

are recordedan

d separately

inmovies

sounds are addedSom

e

tofilm

thecom

pleted

174

Diagramming

Practice Diagram every word in these compound sentences.

1. Bees are insects, and they are related to wasps.

2. A bee has two pairs of wings, but the wings are joined.

3. Pollen sticks to the bee, and it nourishes the young bees.

4. Bees sting an enemy, or they fly away.

5. Most bees attack often, but a honeybee stings only once.

6. Worker bees work, but the queen bee rules.

7. The stinger contains poison, and many people have allergic reactions to the stinger.

8. Honeycombs have rows of wax cells, and they have a pattern of holes.

9. The queen bee lays eggs, and the worker bees care for the hive.

10. Some people keep beehives, and they collect the honey.

• A compound sentence contains two or more simple sentences

joined by a comma and the word and, or, or but. Diagram each

sentence in a compound sentence separately. Write the connecting

word and, or, or but on a line between the two sentences. Draw a

dotted line connecting this word to each sentence.

Honeybees live throughout the world, but no bees live in Antarctica.

Compound Sentences

throughout

Honeybees live

but

no

bees live

inworld Antarctica

the

175

Extra Practice

Sentences and Sentence Fragments

A. Write sentence or sentence fragment for each group of words.

1. Our teacher is testing our fitness.

2. Long and short distances.

3. We use stopwatches to record our running time.

4. Matthew and Nashema.

5. Tired from the long-distance run.

6. I enjoy running short sprints.

7. The teacher asked us to check our pulse.

8. Our fingers.

9. We recorded our pulse rates on a chart.

10. Our running time was recorded on a bulletin board.

B. Add words to each sentence fragment to make it a complete sentence. Write the new sentence.

11. Sit-ups and push-ups.

12. Fifty sit-ups.

13. Demonstrated how to do a pull-up.

14. Held ourselves for as long as we could.

15. Had trouble doing pull-ups.

16. Practice for next year.

17. Received a ribbon.

18. The number of times.

19. My best friend.

20. Jumped rope one hundred times in a row.

C. For each pair, write the group of words that is a sentence. Then add words to the other group to make a complete thought. Write each new sentence.

21. We were tired after the tests. The students.

22. Recorded all the results. We saw our scores.

23. I need to work on pull-ups. Learned about physical fitness.

24. I will practice every day. Next year.

25. My friends and I. We will be in great shape.

176

Extra Practice

Declarative and Interrogative Sentences

A. Read each sentence. Then write whether the sentence is declarative (a statement) or interrogative (a question).

1. Claire and I went to see a movie.

2. What movie did you see?

3. Where did you sit in the theater?

4. The movie was a mystery.

5. The main characters solved mysteries at their school.

6. One of the detectives was a young girl.

7. What were the names of the main characters?

8. Where did the movie take place?

9. The first mystery involved a missing notebook.

10. How did the detectives solve the mystery?

B. Write each sentence. Then write whether the sentence is declarative or interrogative.

11. My friends and I decided to find a mystery to solve.

12. Where can we find a mystery?

13. Do we know of any mysterious situations?

14. Claire had an idea.

15. We made signs to advertise our business.

16. Where should we hang the signs we made?

17. Claire’s little brother brought us our first mystery.

18. Claire’s brother, Jimmy, tried to find his lost toy.

19. When did he last see his toy?

20. Was anyone else playing with it?

C. Write each sentence. Add correct punctuation.

21. Jimmy saw the family dog near his toy.

22. Where is the dog’s house

23. Who wants to look inside the doghouse

24. I looked inside the doghouse and found the toy.

25. Our detective agency had solved its first case.

177

Extra Practice

Imperative and Exclamatory Sentences

A. Read each sentence. Write whether the sentence is imperative (a request or command) or exclamatory (a strong feeling).

1. Listen to the sounds in the forest.

2. How beautiful they sound!

3. Sit and close your eyes.

4. Don’t make any noise.

5. What amazing noises we can hear!

6. How loud the insects are!

7. Try to hear as many different sounds as you can.

8. What a good listener you are!

9. Write the names of the noises you hear.

10. Identify as many of the sounds as you can.

B. Write each sentence. Then write whether the sentence is imperative or exclamatory.

11. Share your list of nature sounds with a friend.

12. What a complete list of sounds you made!

13. Oh, listen to that scary sound!

14. What a frightening sound that was!

15. Let’s follow that noise.

16. Walk quietly along the path.

17. Listen closely.

18. How loud the noise is getting!

19. Stop, look, and listen.

20. Try to find the source of the strange sound.

C. Write each sentence. Add correct punctuation.

21. Look by that big rock.

22. What an amazing sight it is!

23. Take a picture of that bullfrog.

24. Write about our exciting discovery.

25. What a perfect ending to the day we’ve had!

178

Extra Practice

Combining Sentences: Compound Sentences

A. Read each sentence. Write compound for each compound sentence. Write simple for each sentence that is not a compound sentence.

1. Our class decided to clean up the school grounds.

2. The teachers agreed, and our class formed a cleanup crew.

3. We divided into teams, and each group chose a job.

4. My group collected litter.

5. We carried garbage bags, and we wore gloves on our hands.

6. I found many candy wrappers, but I didn't find any soda cans.

7. My friend Kevin was on a different cleanup team.

8. His group planted flowers, or they chose to rake leaves.

9. Students dug the holes for the flowers.

10. Kevin decided to rake, but he changed his mind.

B. Write each sentence. Add the correct punctuation.

11. Our cleanup group pulled weeds and we worked hard.

12. There was much work to do and we decided to work both days.

13. We chose to plant flowers the second day and I was excited.

14. I love flowers but my family doesn't plant many at our house.

15. We could plant near the school or we could plant by the park.

16. I worked near the school and I planted ten flowers.

17. The flowers were many colors but I liked the red ones best.

18. We finished planting by lunch but we had to clean our tools.

19. We could eat first or we could clean our tools first.

20. Our group was hungry but we decided to clean our tools.

C. Combine each pair of sentences to write a compound sentence. Use a comma and the word and, but, or or.

21. We finished our work. We were very tired.

22. The cleanup was hard work. The school looked great.

23. We took pictures of our work. We sent them to the newspaper.

24. The principal held an assembly. He thanked us for our work.

25. The school looked beautiful. We were very proud of our work.

179

Extra Practice

Sentence Punctuation

A. Read each sentence. Write the name of the end punctuation mark used in each sentence.

1. Our class is doing experiments with plants.

2. How many different experiments will we do?

3. Put the dirt in each of the pots.

4. Which seeds will go in each pot?

5. Please add some fertilizer to each pot.

6. How messy this experiment is!

7. There are four different plants for our experiment.

8. Each plant will grow in a different place.

9. Will you record each location on the chart?

10. Now we need to select the locations for the plants.

B. Write each sentence. Use the correct capitalization and end punctuation.

11. place the first pot by the window

12. we put the second pot in the closet

13. can we place the third pot near the chalkboard

14. where should we put the last pot

15. richard thinks the pot should be placed in the hallway

16. what a wonderful idea he had

17. please take the pot into the hall

18. let’s watch the plants during the next few weeks

19. someone will need to water the plants

20. you should add “watering plants” to our job chart

C. Combine each pair of sentences to form a compound sentence. Then write each new sentence. Use the correct capitalization and punctuation.

21. it has been three weeks. we should check the plants.

22. do you want to check growth? do you want to record results?

23. the plant by the window is growing. the plant in the hall is not.

24. plants need water to grow. don’t water them too much.

25. look at the growth chart. compare how much each plant grew.

180

Extra Practice

Complete Subjects and Complete Predicates

A. Write the complete predicate for each sentence.

1. The students in our school present a play every year.

2. Everyone works hard to prepare for the performance.

3. The drama teacher selects the play we will perform.

4. Many students audition for a part in the play.

5. The auditions are held after school.

6. The drama teacher asks for our ideas about casting decisions.

7. The final cast list hangs on the gymnasium door.

8. All the students gather around to see the names on the list.

9. Everyone cheers for those chosen for the lead parts.

10. All students receive a role in the play.

B. Write each sentence. Draw one line under the complete subject. Draw two lines under the complete predicate.

11. Some students build the sets for the class play.

12. The sets require many hours of work.

13. The actors and actresses rehearse for several weeks.

14. The drama teacher helps students learn their lines.

15. Several parents volunteer to help make the costumes.

16. The music teacher works with students to select the music.

17. A group of students records a tape of sound effects.

18. The time for dress rehearsal arrives quickly.

19. All cast members are nervous.

20. The director sees problems at the dress rehearsal.

C. Add a complete subject or a complete predicate toeach group of words. Write each new sentence.

21. Opening night

22. dressed in their costumes.

23. The audience

24. performed without a mistake.

25. Everyone in the gymnasium

181

Extra Practice

Simple Subjects

A. Write the simple subject in each sentence. The complete subject has been underlined to help you.

1. Our teacher suggested that each student set a personal goal.

2. The goal had to be set for a positive change.

3. Some students chose to set a goal in sports.

4. My friend wanted to score more goals in soccer.

5. Her soccer coach helped her develop a practice schedule.

6. Her teammates encouraged her to meet the goal.

7. One boy decided he would save money to buy a new bike.

8. His parents showed him how to open a bank account.

9. The money he earned was put into his account.

10. The bicycle was his in six months.

B. Write each sentence. Draw one line under the complete subject. Draw two lines under the simple subject.

11. My personal goal was to improve my spelling.

12. My teacher helped me develop a plan to meet my goal.

13. My first job was to keep a list of spelling words in my notebook.

14. The list included new words and words I had trouble spelling.

15. The spelling list was useful as I wrote stories.

16. My friends quizzed me on the school bus.

17. My father helped me practice the words during breakfast.

18. Another spelling strategy was to write the words each day.

19. Many hours were spent studying spelling words.

20. Spelling tests seem easy now.

C. Add a simple subject to each group of words. Then write the sentence.

21. thought of a personal goal.

22. gave us a goal to reach.

23. developed a plan to meet our goal.

24. kept track of our progress toward our goal.

25. were proud of the things we accomplished.

182

Extra Practice

Simple Predicates

A. Write the simple predicate in each sentence. The complete predicate has been underlined to help you.

1. Thomas Jefferson studied history, architecture, and science.

2. Jefferson loved learning about nature as a boy.

3. He learned about nature in the forests by his home.

4. His sister Jane encouraged him to explore.

5. Thomas Jefferson played the violin.

6. He attended college in Williamsburg, Virginia.

7. The American colonies belonged to England at that time.

8. After college, Jefferson decided to become a lawyer.

9. He worked for five years in a friend’s law office.

10. Jefferson achieved many of his goals.

B. Write each sentence. Draw one line under the simple predicate.

11. Thomas Jefferson designed the plan for his house.

12. He called his home Monticello.

13. The people of Virginia elected Jefferson to the House of Burgesses.

14. He represented the colony of Virginia.

15. Thomas Jefferson wrote the Declaration of Independence.

16. Jefferson finished the draft in two days.

17. He traveled to France to discuss the new United States.

18. Later, Jefferson served as the first Secretary of State.

19. In 1801, he became the third president.

20. Jefferson believed there were always new things to learn.

C. Add a simple predicate to each group of words. Then write the sentence.

21. Thomas Jefferson

22. The American Colonies

23. British troops

24. Some people

25. The United States

183

Extra Practice

Combining Sentences: Compound Subjects

A. Write each sentence. Underline the conjunction that joins the compound subject.

1. My aunt and uncle invite our family to their farm each year.

2. Their friends and neighbors are very nice.

3. Their son and daughter are the same age as my sister and I.

4. Chickens and ducks always come to greet us.

5. The pasture and barn are perfect places in which to play.

6. The stream and the lake are good for wading and fishing.

7. My sister and I help with work on the farm.

8. Apples and pears are ripe for picking.

9. My aunt or cousins help my uncle bale the hay.

10. My mother and father load the bales of hay onto the truck.

B. Write each sentence. Draw one line under the compound subject.

11. My aunt and uncle teach us how to make preserves.

12. Peaches or strawberries make the best preserves.

13. My sister and I have jobs on the farm.

14. Cows and pigs need to be fed.

15. The barn and chicken coop are cleaned every day.

16. The dog and cat are cared for every morning.

17. Roosters and ducks are noisy in the morning.

18. Crickets and frogs make noise at night.

19. Work and play make me tired on my farm visits.

20. My family and I look forward to spending time on the farm.

C. Write each pair of sentences as one sentence with a compound subject.

21. Horses live in the barn. Cows live in the barn.

22. The lofts are full of spiderwebs. The cellars are full of spiderwebs.

23. Apples are juicy and ripe. Pears are juicy and ripe.

24. The streams are full of fish. The lakes are full of fish.

25. Farms are interesting places. Ranches are interesting places.

184

Extra Practice

Combining Sentences: Compound Predicates

A. Write each sentence. Draw one line under the compound predicate.

1. We select and play instruments during music class.

2. The music teacher discusses and demonstrates many choices.

3. We sit and wait for a chance to try each instrument.

4. We view and touch the stringed instruments.

5. We hold and carry the woodwind and brass instruments.

6. The students smile and laugh when they bang the drums.

7. Each student stops and thinks about which instrument to choose.

8. We question and consider which choice will be best.

9. We share and discuss our ideas.

10. Each person chooses and takes an instrument.

B. Write the complete predicate of each sentence. Then write whether the predicate is simple or compound.

11. The band teacher invites new members to join the group.

12. We attend practice sessions after school.

13. We learn and follow the rules of the class.

14. The teacher leads and directs each session.

15. The percussion players tap on their instruments.

16. The violinists use bows for their instruments.

17. People blow and toot the brass instruments.

18. The music teacher smiles and nods at the new players.

19. We clean and tune our instruments regularly.

20. We practice and play our instruments every day.

C. Write each pair of sentences as one sentence with a compound predicate.

21. The band practices together. The band plays together.

22. Our lessons begin on time. Our lessons end on time.

23. Beginning musicians practice. Beginning musicians learn.

24. The teacher directs the band. The teacher supports the band.

25. We respect our band teacher. We admire our band teacher.

185

Extra Practice

Correcting Run-on Sentences

A. Read each sentence. Write run-on for each run-on sentence. Write correct for each sentence that is correct.

1. My class decided to create a school newspaper.

2. Our teacher thought a newspaper was a great idea.

3. Students discussed story ideas we made a list.

4. Everyone read through the list some students had other ideas.

5. The top ten ideas were selected for further research.

6. Our teacher divided us into ten teams we began working on our lists.

7. Each team selected a topic to research and include in a report.

8. Members of one group chose sporting events they listed the top players.

9. Another team decided to write about school assemblies.

10. Members of another team chose to write about teachers they listed names.

11. The comic section was a popular choice I am not a good artist.

12. My team chose to write about current events.

13. The teacher told us we could change jobs throughout the year.

14. We thought taking turns was fair we knew waiting would be difficult.

15. The teams met to discuss how to begin they made a plan.

16. My team had four students we were all friends.

17. The team shared ideas we listed what needed to be done.

18. We needed several students to cover all the current events.

19. We decided to write two interesting news stories.

20. We knew there was much work to do we were excited.

186

Extra Practice

B. Correct each run-on sentence by separating it into two sentences. Write correct if a sentence is correct.

21. I chose to write about the food drive my team approved.

22. Tanya wanted to write that story, but she let me do it.

23. The team members assigned me one more article that was okay with me.

24. They asked me to write a paragraph about our new school rules.

25. I thought about the information to include in my articles I wrote my ideas.

26. I wrote down a list of questions to answer.

27. The questions helped me organize my ideas I was ready to begin.

28. I finished one of my articles I needed help with the other one.

29. The principal answered questions about my second article.

30. My teammates edited my articles after I finished writing.

C. Correct each run-on sentence by separating it into two sentences or by forming a compound sentence. Write each new sentence.

31. The teacher monitored our work she helped us plan ahead.

32. We could type the articles we could write them neatly.

33. She collected the articles she organized them by topic.

34. We reviewed the pages we made some changes.

35. The teacher made copies we all received a newspaper.

36. We enjoyed reading our paper we wanted others to read it.

37. We passed out the newspapers they were gone quickly.

38. We asked readers for feedback we didn't know if anyone would respond.

39. We added a suggestion box many people sent notes.

40. The school liked our newspaper we can’t wait to write more.

187

Extra Practice

Nouns

A. Read each sentence. Write whether each underlined noun is a person, a place, a thing, or an idea.

1. A medical doctor spoke to our science class.

2. She told us about the body.

3. The heart pumps blood to all parts of the body.

4. Dr. Gilbert let us listen to her heart through a stethoscope.

5. She told us about her work at a well-known hospital.

6. The hospital is in Minnesota.

7. This clinic is famous for medical research.

8. Many people go there to receive help.

9. Dr. Gilbert told us about performing transplants.

10. It takes courage to be a doctor.

B. Write each sentence. Draw one line under each noun.

11. We learned about the body in school.

12. Humans have more than 200 bones.

13. The skeleton helps to protect the organs.

14. Bones and muscles work together.

15. Nerves alert the body to danger.

16. Signals from the brain control the organs.

17. The senses help people adjust to their environment.

18. Lungs take in oxygen for the blood to use.

19. The blood carries nutrients throughout the body.

20. The skin is our largest organ.

C. Write the nouns in each sentence. Next to each noun, write whether it names a person, a place, a thing, or an idea.

21. The body is a complex machine.

22. Many systems work together to keep the body healthy.

23. Different doctors treat different parts of the body.

24. A cardiologist treats the heart.

25. The doctor from Minnesota is a cardiologist.

188

Extra Practice

Singular and Plural Nouns

A. Read each sentence. Write whether the underlined noun is singular or plural.

1. A botanist is a scientist who studies plants.

2. The Egyptians built gardens to observe plants.

3. A Greek is the father of botany.

4. Plants have scientific names.

5. Some names of plants are more than 250 years old.

6. Plants vary from country to country.

7. People around the world use plants to treat illnesses.

8. Scientists make medicines from plants.

9. They are interested in plants from the rain forests.

10. Scientists believe medicines can be made from rare plants.

B. Write each sentence. Draw one line under each singular noun. Draw two lines under each plural noun.

11. Our neighborhood planted a garden.

12. The garden provides fresh fruits and vegetables all summer.

13. Every person works at least five hours a week.

14. Volunteers pull weeds almost every day.

15. The garden needs fertilizer often.

16. The carrots and avocadoes must be washed.

17. The neighbors enjoy the harvest.

18. Salad tastes better when the tomatoes are fresh.

19. Large, fresh peppers taste good, too.

20. The pumpkins are also big this year.

C. Write the singular and plural nouns in each sentence. Then write the plural form of each singular noun.

21. A peach begins as a blossom on a tree.

22. A strawberry begins as a flower, too.

23. The flowering plants make our garden look pretty.

24. The bush looks beautiful in the yard.

25. What a terrible stain blueberries can make!

189

Extra Practice

More Plural Nouns

A. Write each noun pair by matching the noun in the left column with its correct plural form in the right column.

B. Write each noun. Then write its plural form.

C. Write the sentences. Complete each sentence with the correct plural form of the noun in parentheses.

21. Some local and women helped repair houses. (man)

22. They painted porches and patched . (roof)

23. A group of helped clean up the yards. (child)

24. They raked lawns and bagged . (leaf)

25. We cooked fish and to feed the volunteers. (potato)

1. echo

2. woman

3. half

4. tomato

5. mouse

6. news

7. foot

8. soprano

9. calf

10. moose

women

moose

calves

news

halves

mice

sopranos

feet

echoes

tomatoes

1 1. loaf

12. cameo

13. life

14. ox

15. sheep

16. goose

17. wife

18. piano

19. tornado

20. scarf

190

Extra Practice

Common and Proper Nouns

A. Write common if the underlined word in each sentence is a common noun. Write proper if it is a proper noun.

1. The 4-H Club has two clubs in our town.

2. My brother belongs to the club led by Mr. Morello.

3. The club cleaned up the park last Tuesday.

4. Two young men from the club entered the Olympics.

5. The mayor honored the club for its work at the food bank.

6. The city council named the leader “Man of the Year.”

7. Both clubs marched in the parade along Third Avenue.

8. The children sang a song for the town meeting.

9. The performance moved the audience to tears.

10. The organization is an asset to the Huntsville area.

B. Write each sentence. Draw one line under the common nouns and two lines under the proper nouns.

11. The 4-H Club was founded in the United States.

12. The organization sponsors camps all across the country.

13. Many young people participate in 4-H Clubs.

14. These clubs work with county governments.

15. Their emblem is a four-leaf clover.

16. The letters represent head, heart, hands, and health.

17. The 4-H Club is supported by Congress.

18. The National 4-H Council offers many programs.

19. This council gives courses in schools.

20. Boys and girls can join in many parts of the nation.

C. Write the nouns in each sentence. Next to each noun, write common or proper. Capitalize the proper nouns.

21. Volunteers for 4-H clubs donate time and money.

22. Leaders often drive more than 300 miles each year.

23. Another national club is the boy scouts of america.

24. The girl scouts of america is a well-respected organization.

25. Members sell cookies to raise money.

191

Extra Practice

A. Choose the word or group of words in each pair that should be capitalized. Then write it using the correct capitalization.

1. april raindrop

2. doctor dr. bradley

3. valentine’s day heart

4. novel charlotte’s web

5. wednesday tomorrow

6. brother gary

7. woman mrs.

8. “you are my sunshine” song

9. poem “what is pink?”

10. birthday sunday

B. Write the words that should begin with capital letters. Capitalize each word correctly.

11. Our club meets every tuesday.

12. The club leader is mr. parker.

13. We begin each meeting by singing “america.”

14. Sometimes we read books such as a taste of blackberries.

15. Other days our club watches videos such as runaway ralph.

16. The club attended the ballet in january.

17. For st. patrick’s day, we put on a play.

18. The smith family directed the play for us.

19. Next friday our club will go on a field trip to the theater.

20. We will watch actors perform in the pied piper.

C. Write each sentence. Write a proper noun to replace the underlined words.

21. We don’t have school on a winter holiday.

22. The club will meet on a weekday because of the holiday.

23. To celebrate, we will sing a holiday song.

24. Then we will read a holiday story.

25. That holiday makes the month my favorite time of year.

Capitalization

192

Extra Practice

Possessive Nouns

A. Write the possessive form of each noun.

1. Rosa

2. painter

3. computer

4. Springfield

5. president

6. uncle

7. dog

8. city

9. Mrs. Stein

10. nurse

B. Write each sentence. Rewrite the words in parentheses to include a plural possessive noun.

21. (The instruments of the musicians) were tuned, polished, and ready to be played.

22. (The performance of the players) was outstanding.

23. (The chairs of the spectators) were very comfortable.

24. (The help of the ushers) was appreciated by all the people in the audience.

25. (The solos of the students) received standing ovations.

26. Everyone enjoyed (the choir of children).

27. The program included (the names of the composers) and information about their lives.

28. (The seats of the balconies) were full.

29. (The batons of the conductors) looked like blurry lines.

30. (The families of the musicians) were proud of the students and their performance.

11. scientists

12. orchestras

13. children

14. tuxedos

1 5. calendars

1 6. relatives

1 7. counties

18. women

19. musicians

20. sponsors

193

Extra Practice

Combining Sentences: Nouns

A. Write the two nouns that are joined by a conjunction in each sentence. Include the conjunction in your answer.

1. Trees need good soil and water.

2. Trees and grass make their own food.

3. Bacteria and fungi cause decay.

4. Lakes provide food and shelter for animals.

5. Plants need light and water to grow.

6. Birds and butterflies migrate south for the winter.

7. Trees and flowers produce seeds.

8. People eat berries and nuts from trees.

9. Aspen trees and spruce trees grow in Colorado.

10. Rain and snow can cause flooding.

B. Write the two nouns you can join to combine each pair of sentences.

11. You can plant a tree. You can plant a garden.

12. Boys are cleaning up the beach. Girls are cleaning up the beach.

13. Glass can be recycled. Cans can be recycled.

14. Gardens make a community beautiful. Parks make a community beautiful.

15. I feed the birds in the winter. I feed the deer in the winter.

16. Some people live in cities. Some people live in towns.

17. We grow our own peaches. We grow our own tomatoes.

18. Schools can recycle paper. Businesses can recycle paper.

19. They reuse bottles. They reuse cartons.

20. Miguel joined the Sierra Club. Jon joined the Sierra Club.

C. Rewrite each pair of sentences by combining two nouns.

21. The club will recycle. The team will recycle.

22. Birds need clean water. Fish need clean water.

23. Pollution harms people. Pollution harms animals.

24. Shrubs need light. Shrubs need water.

25. People need food. People need shelter.

194

Extra Practice

Letter Punctuation

A. Write the following words and phrases from business letters. Correct the five examples that contain errors in capitalization and punctuation.

B. Write the following phrases from business letters. Correct each mistake in capitalization and punctuation.

C. Write each numbered item or sentence in the following letter. Add the correct punctuation mark where needed.

21. 770 Chicago StBronson, Michigan 49028

22. September 5 2000

Mrs. June Taylor

Bronson Floral Company

63 Douglas Avenue

23. Bronson Michigan 49028

24. dear Mrs. Taylor

The fifth-grade civics committee is visiting Fair Lawn Senior

Home next month. We would like to give residents small bou-

quets. We are hoping you can help with a donation of flowers.

I believe your donations will bring smiles to many faces and

will give you a way to dispose of old flowers. I will be calling

soon to see if you can help. Thank you.

25. Sincerely Kenny JonesKenny Jones

1. Sincerely,

2. May 4, 2001

3. Dear Mrs. Johnson,

4. Yours truly,

5. Orlando Florida

6. Best wishes

7. respectfully,

8. Detroit, Michigan

9. Dear Ms. Torres:

10. September, 21 2002

11. Yours truly

12. April 3 2001

13. Dear Governor Thompson

14. Phoenix Arizona

15. respectfully yours,

16. November 17 2002,

17. Dear Mr. Adolphus,

18. Baltimore Maryland,

19. best Wishes,

20. August, 23 2002

195

Extra Practice

Action Verbs

A. Write the action verb in each sentence.

1. Our family drove to the state fair.

2. Jamie watched the rodeo.

3. Andrew ate two corn dogs.

4. Jenna rode the merry-go-round.

5. My mother sewed a quilt for the quilt show.

6. The quilt won a blue ribbon.

7. Our family played carnival games.

8. My dad threw basketballs.

9. Jamie pitched pennies.

10. We stayed until after dark.

B. Write each sentence. Replace each underlined action verb with a different action verb.

11. A little girl rode a gray pony.

12. A clown made funny faces.

13. Artists carved statues.

14. People toured the exhibits.

15. I chose cotton candy for a snack.

16. Firefighters demonstrated safety techniques.

17. The crowd loved the parade.

18. My family watched a concert.

19. The musicians sang country songs.

20. We rode home after midnight.

C. Write each sentence. Complete each sentence with an action verb.

21. I my little sister in a wagon.

22. My brother a backpack full of prizes.

23. My parents us every year.

24. We a lot of treats.

25. Everyone the fair.

196

Extra Practice

Direct Objects

A. Write the direct object in each sentence.

1. These pets perform tricks.

2. The collie fetches the ball.

3. The kitten climbs a rope.

4. A parakeet rings a bell.

5. A monkey rides a tricycle.

6. Two mice run a race.

7. The gerbil spins the wheel.

8. A retriever catches a ball.

9. The beagle climbs a ladder.

10. The animals eat their treats.

B. Write the sentences. Choose a direct object to complete each sentence.

11. The dog owners entered a .

12. The shepherd wears a .

13. The labrador fetches some .

14. The beagle digs a .

15. A girl called her .

16. A boy commanded his .

17. A woman washed her .

18. A poodle circled a .

19. The judge blew a .

20. The winner received a .

C. Use each word as the direct object in a sentence. Write each new sentence.

21. beagle

22. brush

23. trophy

24. collar

25. ball

197

Extra Practice

Verb Tenses

A. Write present, past, or future to name the tense of the underlined verb.

1. Tomorrow we will explore the forest.

2. Curtis finds the trail.

3. Carrie packs carefully for the trip.

4. I packed my flashlight and compass.

5. We will hike most of the day.

6. Curtis climbs very quickly.

7. Carrie asked me to hold her pack.

8. I examine the wildflowers in the field.

9. The flowers will bloom soon.

10. The sun shone brightly.

B. Write each sentence. Complete each sentence with the correct tense of the verb in parentheses.

11. Yesterday I (see) a woodpecker in a tree.

12. Now an eagle (fly) overhead.

13. Soon we (walk) carefully around the boulder.

14. At this time of day, the tree (provide) shade.

15. Two hours ago we (eat) our lunch under a pine tree.

16. Curtis (clean) up now.

17. Tomorrow Carrie (lead) the way through the forest.

18. Last night I (find) a pinecone.

19. Tonight we (stay) at a campsite.

20. All of us (enjoy) ourselves on our last trip.

C. Write the sentences. Underline each verb. Write present, past, or future to describe the tense of the verb you underlined.

21. Tomorrow we will explore the lakeshore.

22. I saw many birds there last year.

23. Curtis wants to go this time.

24. Last night Carrie asked her cousin about hiking trails.

25. Now everyone packs his or her own supplies.

198

Extra Practice

Subject-Verb Agreement

A. Write singular or plural to show if the underlined subject and verb in each sentence are in the singular or plural form.

1. Julie enjoys plays.

2. Tim likes the stage.

3. They write plays together.

4. Amelia watches the people around her.

5. The people give her ideas for plays.

6. Tim reads Amelia’s work.

7. Julie and Amelia give Tim some ideas.

8. Tim makes suggestions for changes.

9. His suggestions help them improve their writing.

10. They work together.

B. Write each sentence. Use the correct form of the verb.

11. Our drama teacher (ask, asks) us to put on a play.

12. Owen (choose, chooses) a play about a Viking ship.

13. He (enjoy, enjoys) sailing as a hobby.

14. Chris and Scott (read, reads) the narration.

15. The theatergoers (clap, claps) after the introduction.

16. Nancy (read, reads) her lines with a lot of emotion.

17. I (recite, recites) my part with feeling, too.

18. The play (remind, reminds) me of social studies class.

19. My friends (clap, claps) for me when I finish.

20. We (enjoy, enjoys) listening to our friends.

C. Write each sentence. Choose a word from the Word Bank.

write writes like likes demonstrate

place places take takes demonstrates

21. I plays for my mother.

22. My mother the plays about our family the most.

23. She photos while I perform.

24. Mother the photos in frames.

25. The plays that I care about my family.

199

Extra Practice

Spelling Present- and Past-Tense Verbs

A. Write present or past to name the tense of each verb.

1. dances

2. watched

3. tries

4. learned

5. spins

6. carried

7. sees

8. cheered

9. wishes

10. hurries

B. Write each sentence. Use the present-tense form of the verb in parentheses.

11. Paula (rush) to dance class.

12. She (slip) on the studio floor.

13. Antoine (carry) Paula across the floor.

14. The teacher (examine) her ankle.

15. She (notice) that something is wrong.

16. Paula (worry) about her injury.

17. Everyone (agree) that she is okay.

18. Paula (try) to stand up.

19. She (walk) carefully across the floor.

20. The dancers (applaud) when she is done.

C. Rewrite each sentence. Use the past-tense form of the verb in parentheses.

21. Our class (attend) a dance recital.

22. The audience (buzz) with excitement.

23. The dancers (sail) onto the stage.

24. The lights (dim) as the music began.

25. The people (clap) at the end of a solo performance.

200

Extra Practice

Commas

A. Write each sentence. Place a comma or commas where they are needed in each underlined phrase.

1. James Amy and Shelby want to perform.

2. James what do you think about a puppet show?

3. The characters could be a frog a toad and an owl.

4. Shelby make a green-and-blue frog.

5. Ricardo let’s paint the stage.

6. Yes Amy that’s a good idea.

7. Can we practice Saturday Sunday and Monday?

8. Monday Tuesday and Wednesday can be the days to perform.

9. Yes Shelby can be there.

10. Okay let’s get started.

B. Write each sentence. Add a comma or commas where needed in each sentence.

11. Mom may we borrow some paint?

12. Oh let’s ask Hugh to help us.

13. We’ll need socks fabric and glue for the puppets.

14. The toad will be yours to make Amy.

15. Yes I’ll make the owl.

16. We will need the frog the toad and the owl by today.

17. Do you want a pair of scissors a needle and some thread?

18. Let’s invite parents grandparents and friends.

19. Well Ricardo is finished.

20. The show will be today tomorrow and the next day.

C. Write each sentence. Use a comma or commas where needed. Write correct if the sentence is correct.

21. Ricardo where is your puppet?

22. We know Amy that you are ready.

23. Hugh brought cookies and juice for snacks.

24. Terry Tina and Andrew came to watch.

25. Yes they really enjoyed our performance.

201

Extra Practice

Main Verbs and Helping Verbs

A. Write the main verb in each sentence. Notice that each helping verb is underlined.

1. My family will attend an air show.

2. We have waited all year.

3. My dad has planned our trip.

4. The trip will take two hours.

5. We can stop for lunch at noon.

6. I shall talk to my friends about the show.

7. Tony was telling me about last year’s show.

8. Many planes were soaring through the sky.

9. Five planes were flying in formation.

10. One pilot could perform amazing tricks.

B. Write each sentence. Draw one line under the helping verb. Draw two lines under the main verb.

11. The air show is starting in one hour.

12. The crowd was feeling anxious.

13. The pilots were working on their airplanes.

14. One woman was preparing her parachute.

15. A biplane can carry an extra person.

16. This person will walk on the wing.

17. Five jets will fly upside down.

18. The pilots have practiced for years.

19. The planes are flying close together.

20. The jets are making incredible turns.

C. Write the sentences. Complete each sentence with a helping verb.

21. My mother leaving before the crowd departs.

22. Mom taken the long way home.

23. We hoping to attend the air show next year.

24. I learn to be a pilot.

25. I study hard.

202

Extra Practice

Using Helping Verbs

A. Write the helping verb in each sentence.

1. Taylor is joining the science club.

2. Kazuko has asked about the meetings.

3. I have belonged to the club for a month.

4. Kazuko has suggested a field trip.

5. The club is planning a trip to the science museum.

6. We are discussing the trip.

7. The museum is featuring exhibits on sound.

8. I am looking forward to the field trip.

9. We are raising money for admission.

10. The club is going to go on Saturday.

B. Write the helping verb that completes each sentence.

11. The man (has, have) taken our tickets.

12. Vern (is, are) going to this exhibit first.

13. He (is, are) expected to learn about the ear.

14. I (am, is) observing a drawing of a sound wave.

15. Vern and Vanessa (is, are) viewing a demonstration.

16. The demonstration (has, have) shown how sound travels.

17. Two people (was, were) holding a piece of ribbon.

18. Popsicle sticks (was, were) glued across the ribbon.

19. One person (was, were) tapping the first stick.

20. The rest of the sticks (was, were) moving like a wave.

C. Write the sentences. Complete each sentence with a helping verb.

21. I looking forward to my next visit.

22. Vanessa attended this museum before.

23. Vern and his father coming back tomorrow.

24. Vern hoping to speak to a sound expert.

25. Vanessa asked her parents to return with her.

203

Extra Practice

Linking Verbs

A. Write each sentence. Draw one line under the linking verb.

1. We are good singers.

2. Sandra’s voice sounds good.

3. She is ready to reach the highest notes.

4. I am a baritone.

5. My voice is soft sometimes.

6. Our voices are harmonious.

7. Sandra seems nervous today.

8. The audience looks large.

9. A school newspaper reporter will be in the front row.

10. He appears restless.

B. Write each sentence. Choose the correct linking verb in parentheses.

11. Sandra (is, are) a good soloist.

12. She (feel, feels) confident about her ability to sing.

13. The conductor (is, are) ready to begin.

14. The crowd (grow, grows) noisy.

15. The bright lights (become, becomes) hot.

16. We (is, are) certain of our talents.

17. Singing (is, are) a hobby for me.

18. Sandra and Tamesha (is, are) professional singers.

19. The audience members (seem, seems) pleased with our efforts.

20. The reporter (look, looks) happy, too.

C. Rewrite each sentence. Use the present-tense form of the linking verb in parentheses. Then draw one line under the descriptive word that the linking verb connects to the subject.

21. The concert successful. (be)

22. Sandra grateful to the people in the audience. (feel)

23. All the people cheerful. (seem)

24. They overjoyed with our performance. (look)

25. The reporter enthusiastic, too. (appear)

204

Extra Practice

Irregular Verbs

A. Write the past-tense verb in each sentence.

1. My friends and I went to a cooking class.

2. We made cookies during our first class.

3. We ate on the way.

4. Evan’s mother drove us to class.

5. The teacher began the class on time.

6. We wrote recipes on note cards.

7. We brought an apron with us.

8. Carmen had two or three cookies.

9. I saw a picture of next week’s recipe.

10. The cake made me hungry.

B. Write the past tense and the past participle of these verbs.

11. eat 16. write

12. drive 17. begin

13. bring 18. see

14. ride 19. do

15. go 20. make

C. Write each sentence. Use the correct past-tense or past-participle form of the verb in parentheses.

21. I (write) the recipes clearly and carefully.

22. Mother (drive) the van to pick us up.

23. Bart (ride) in the passenger seat.

24. We would have (grow) restless if we had waited any longer.

25. We should have (bring) something to read.

205

Extra Practice

Pronouns

A. Write the underlined pronoun. Next to it, write S if the pronoun is singular or P if it is plural.

1. Mom told them that today is cleaning day.

2. Kristin and Ben looked at her in surprise.

3. She pointed to the garage with a smile.

4. Ben cringed when he saw junk everywhere.

5. Kristin and Ben needed a plan to clean it up.

6. How could they make the job more fun?

7. “Let me think for a minute,” Ben said.

8. “I have the answer,” Ben shouted.

9. Kristin, you put on some music, and let’s have a race.

10. We can see whose side of the garage looks cleaner.

B. Write the sentences. Draw one line under each singular pronoun and two lines under each plural pronoun.

11. The garage was clean, but it needed to be organized.

12. “We should store similar items together,” Kristin suggested.

13. She gathered the empty boxes while Ben got a marker.

14. Ben told her to store household items separately.

15. Kristin, you can put outdoor equipment in that box.

16. Kristin and Ben whistled songs while they worked.

17. Kristin helped him lift heavy boxes.

18. He helped Kristin stack the boxes against the wall.

19. They looked at the clean, tidy garage.

20. “We make a great team,” Ben said with a smile.

C. Write each sentence. Replace each underlined word or group of words with a pronoun. Be sure the pronoun matches the noun or nouns to which it refers.

21. Kristin and Ben had one more cleaning job to do.

22. Mom handed Pete, the family dog, to Kristin and Ben.

23. Pete did not want a bath, but the dog really needed one!

24. Brother and sister thought of a fun way to bathe Pete.

25. Mom laughed to see Kristin, Ben, and Pete in the sprinklers.

206

Extra Practice

Subject Pronouns

A. Write the subject pronoun in each sentence.

1. We have music class every Tuesday.

2. I like our music teacher, Mrs. Rojas.

3. She plays the flute.

4. We learn how to play different musical instruments.

5. Last week, you met Mrs. Rojas’ husband.

6. He is a musician with the local symphony orchestra.

7. I love to hear Mr. Rojas play the clarinet.

8. It is a wonderful instrument.

9. They sometimes play a duet for the class.

10. You wouldn’t believe how sweet the music sounds!

B. Write each sentence. Underline the subject pronoun.

11. She is learning to play the tuba.

12. He is learning to play the clarinet.

13. I chose to play the trumpet.

14. We practice together each day.

15. You should hear us!

16. Every week, we meet with Mrs. Rojas.

17. She demonstrates how to play a favorite song.

18. We practice a new song every week.

19. They ask the teacher for extra help.

20. We learn to play the song beautifully.

C. Write each sentence. Replace the underlined word or words with the correct subject pronoun.

21. Patty and Jacob made their own musical instruments.

22. Patty made an instrument with a can and dried beans.

23. Jacob made an instrument with a box and rubber bands.

24. The instrument looked like a guitar.

25. Patty and I listened to Jacob play the handmade guitar.

207

Extra Practice

Object Pronouns

A. Write the object pronoun in each sentence.

1. The teacher gave us seeds to plant and test.

2. Aaron asked her for supplies for planting the seeds.

3. The teacher gave him some soil and cups.

4. Everyone used them for planting.

5. Nadia helped me plant some seeds.

6. The teacher told us to write a procedure for the experiment.

7. The task took me a few minutes to complete.

8. Nadia tried it, but she had trouble.

9. Nadia asked us for help.

10. We gave her some suggestions.

B. Write each sentence. Use the correct object pronoun in parentheses.

11. That pollution experiment was easy for (I, me).

12. Mr. Thomas asked (I, me) about my experiment.

13. I told (him, he) about using polluted water to grow seeds.

14. I watered (them, they) daily with polluted water.

15. The plants did not enjoy (it, her).

16. I watered (they, them) until they wilted.

17. Students shared their results with (he, him).

18. Our teacher saw (they, them) and summarized the results.

19. Laurie showed (we, us) plants grown in artificial light.

20. It pleased (she, her) to see the results of the tests.

C. Write each sentence. Replace the underlined word or words with the correct pronoun. Then write SP if the pronoun is a subject pronoun. Write OP if it is an object pronoun.

21. Ms. Tobashi praised the class for a job well done.

22. Ms. Tobashi asked Ramona and me some questions.

23. My classmates and I discussed our discoveries.

24. Joe and Sasha were amazed at the results.

25. The class displayed the plants during Open House.

208

Extra Practice

Colons and Hyphens

A. Write the word in each sentence that has a hyphen or a colon.

1. Our student council had a meeting at 3:00 P.M.

2. We met in the room near the west wing of the li-brary.

3. We had a half-hour meeting to discuss our funds.

4. The council included members from the fifth-grade class.

5. The president, Tabitha, is an eleven-year-old girl.

6. Her half-sister Kate drove us to the meeting.

7. The president called the meeting to order at 3:05.

8. About twenty-five students sat on the floor.

9. Our goal was to settle the mix-up over the money we’d made.

10. It was a nerve-racking meeting.

B. Write each sentence. Add hyphens or colons as needed.

11. I was a bleary eyed onlooker as the council debated.

12. The president was trying to maintain order as the audience murmured.

13. By 400 P.M., we still hadn’t decided on a plan.

14. This face to face meeting wasn’t getting us anywhere.

15. We discussed many important ideas, but we couldn’t decide on the best plan.

16. I suggested writing to the principal for a clear cut solution.

17. Our letter began “Dear Sir: We hope you can advise us.”

18. The principal would give us some top notch ideas.

19. We will give the money to a start up nursery.

20. It was 545 when we reached our decision.

C. Write each sentence. Use the correct word in parentheses. Underline words with hyphens or colons.

21. Are your problem-solving skills in (tiptop, tip-top) shape?

22. Do you make one-sided or (two sided, two-sided) decisions?

23. We need your decision by (530, 5:30) P.M., or by 6:00.

24. Ask your (brother-in-law, brother in law) or sister-in-law.

25. I like your self-control and your (first rate, first-rate) solution.

209

Extra Practice

Pronoun-Verb Agreement

A. Write correct if the underlined verb agrees with the subject pronoun. Write incorrect if it does not.

1. I enjoys the historical farm.

2. We visit this historical site every year.

3. It include a log cabin and a barnyard.

4. Inside the cabin, we see how people lived long ago.

5. She tells my brother historical facts about the tour.

6. He notice the handmade utensils in the kitchen.

7. We asks the tour guide about the tools.

8. She explains that pioneer families ate with wooden utensils.

9. She describes how pioneers made their own furniture.

10. Can you imagine having to make your own furniture?

B. Write each sentence. Use the correct form of the verb in parentheses.

11. We (look, looks) at each room of the old-fashioned cabin.

12. I (show, shows) my father the straw beds.

13. He (notice, notices) bedclothes made of woven fabrics.

14. We (watch, watches) a volunteer role-play a pioneer woman.

15. She (spin, spins) yarn from sheep’s wool.

16. I (lead, leads) my brother to the workshop.

17. He (touch, touches) the hoe, the plow, and the other tools.

18. We both (see, sees) the corn mill.

19. I (ask, asks) the guide about this unusual tool.

20. She (demonstrate, demonstrates) how to grind corn.

C. Rewrite each sentence. Use the correct present-tense form of the word in parentheses.

21. I (describe) the tour to my friend.

22. She (help) me present a report to the class.

23. We (ask) the teacher about having a “Pioneer Day” celebration.

24. He (give) us permission to organize a festival.

25. It (become) the best event of the school year.

210

Extra Practice

Combining Sentences: Subject and Object Pronouns

A. Write the sentences. Underline the compound subject pronoun or compound object pronoun in each sentence.

1. She and I decided to put on a play.

2. He and she wrote a script about famous explorers.

3. I asked him and her to hold auditions.

4. Mr. Lee helped them and me assign roles.

5. They and I appreciated the teacher’s support.

6. She and he told the actors about the meeting.

7. You and I were filled with excitement.

8. He and I welcomed the actors to the meeting.

9. Sherry and the others asked him and me questions.

10. Devon helped her and them understand our plans.

B. Write each sentence. Use the correct word in parentheses.

11. He and (me, I) led the play rehearsals.

12. Actors asked (he, him) and me for help.

13. You and (I, me) know how challenging plays can be.

14. Ms. Reed saw (them, they) and me practice our parts.

15. I showed her and (them, they) the costumes.

16. Sherry reminded him and (me, I) about making sets.

17. (He, Him) and I persuaded Sherry to design the scenery.

18. (She, Her) and I gathered supplies and helpers.

19. Sherry showed them and (I, me) some sketches.

20. The sketches helped (she, her) and us design sets.

C. Combine each pair of sentences by forming compound subjects or compound objects. Write each new sentence.

21. He checked every detail. I checked every detail.

22. Sherry helped him. Sherry helped me.

23. She helped the others dress. I helped the others dress.

24. They were excited about the play. I was excited about the play.

25. The audience applauded for them. The audience applauded for me.

211

Extra Practice

Possessive Pronouns

A. Write the word in each sentence that is a possessive pronoun.

1. Our science teacher invited two meteorologists to class.

2. Mr. Otto introduced his guests.

3. The guests said their first names, Lorena and Vic.

4. Lorena spoke about her work at the station.

5. Vic explained his job of forecasting weather.

6. I know a coworker of theirs.

7. Vic and Lorena work with my dad.

8. Dad helps the meteorologists write their reports.

9. Our family watches the weather report together.

10. Does your family watch the broadcast, too?

B. Rewrite each sentence by using the correct possessive pronoun in parentheses.

11. Lorena and Vic shared (their, theirs) experiences.

12. Lorena liked (our, ours) questions.

13. I think (my, mine) was the best question of all.

14. I asked about the challenges of (they, their) work.

15. Vic said that (him, his) biggest challenge was waking up at 4:00 A.M.

16. Lorena said (her, hers) was keeping Vic awake.

17. (My, Mine) classmates asked questions about the weather.

18. Lorena and Vic talked about (their, theirs) favorite type of weather.

19. It was the same as (our, ours).

20. (Our, Ours) class thoroughly enjoyed the presentation.

C. Write each sentence. Replace the underlined word or words with the correct possessive pronoun.

21. Vic and Lorena’s reports are based on satellite data.

22. Our class wants to visit Lorena’s weather station.

23. Your class will visit the station next month.

24. We appreciated Vic’s offer to tour the station.

25. The most interesting talk was Lorena’s.

212

Extra Practice

Contractions: Pronoun and Verb

A. Write the two words that form each underlined contraction.

1. It’s the beginning of a new week.

2. I’m very happy about being in school today.

3. We’re planning new projects with our teacher.

4. She’s explaining the projects to her aides first.

5. They’re listening to her very carefully.

6. Sometimes it’s difficult for John to understand.

7. He’s sitting in the back of the room.

8. We’re asking our teacher if Mrs. Bailey will help us.

9. She’s smiling at Mrs. Bailey and us now.

10. You're very pleased to have Mrs. Bailey’s assistance.

B. Write each sentence. Replace the underlined words with a contraction.

11. We are starting a fifth-grade buddy system.

12. It is designed to help students in kindergarten.

13. Sometimes they are scared during the first few weeks of school.

14. I am sure the buddy system will be popular.

15. It is a great opportunity for fifth-grade students to help others.

16. She is going to have a “welcome party” to meet our buddies.

17. I know you are hoping to help Jorge.

18. He is a neighbor of mine.

19. I am interested in being buddies with Sumi.

20. I know we are alike.

C. Write each sentence. Use the correct word.

21. (Our, We’re) helping Sumi and Jorge learn English.

22. (Their, They’re) a bit shy and quiet.

23. (I’m, I) using puppets to teach them some words.

24. (Your, You’re) using drawings to share your ideas.

25. (It’s, Its) so rewarding being a buddy!

213

Extra Practice

Adjectives

A. Write the noun that each underlined adjective describes.

1. King James I sent about a hundred settlers to North America.

2. The king hoped to find gold and other riches.

3. The settlers left on a cold day in December of 1606.

4. Christopher Newport was the commander of the three ships.

5. The small vessels were named Susan Constant, Godspeed, and Discovery.

6. On May 14, 1607, the colonists sailed up the marshy James River.

7. The colonists settled in a swampy area they called Jamestown.

8. Jamestown was a bad location for a settlement.

9. Native tribes frequently attacked the poor colony.

10. Many settlers starved.

11. The supply boat arrived too late to save most of them.

12. In 1608, Captain John Smith became the new leader.

13. Smith was a strong captain who helped the settlers survive.

14. The winter of 1609 was harsh for the settlers.

15. Lord De La Warr became governor of the new settlement.

16. In 1614, a wealthy settler married Pocahontas.

17. Their marriage brought Jamestown eight peaceful years.

18. The main resources of the colony were tobacco, corn, and hogs.

19. Jamestown established the first legislature in North America.

20. It was the first permanent British settlement there.

214

Extra Practice

Adjectives

B. Write the sentences. Draw one line under each adjective. Draw two lines under the noun that the adjective describes.

21. England was not the first country to colonize North America.

22. Brave colonists came from England, Scotland, Wales, and Ireland.

23. Some settlers came from France, Germany, and Spain.

24. Many colonists traveled to the Americas voluntarily.

25. However, slaves and orphans were forced to make the long journey.

26. Native Americans were already settled in the vast land.

27. The colonists traded various goods with them.

28. The adventurous British arrived later.

29. By the end of the colonial period, the British controlled North America.

C. Write the sentences. Complete each sentence with an adjective.

30. The colonists were to settle in North America.

31. people from different countries settled there.

32. People had reasons to leave their homeland.

33. The colonists wanted opportunities.

34. North America offered land.

35. The colonists suffered hardships to make their lives better.

36. weather was one problem.

37. A supply of food and water was another challenge.

38. Some colonists survived, but colonists died.

39. The colonists learned skills in order to survive.

40. Colonists worked together to build a life.

215

Extra Practice

Articles

A. Write the sentences. Choose the correct article to complete each sentence.

1. How many types of clouds do you see in (a, the) sky?

2. What is (an, the) air temperature at the top of Mount Everest?

3. The Greenhouse Effect occurs when (a, the) atmosphere traps solar heat.

4. Ozone is (a, an) form of oxygen present in Earth’s atmosphere.

5. Scientists believe that primitive Earth had (a, an) great deal of carbon dioxide in its atmosphere.

6. The stratosphere’s upper boundary lies at (a, an) altitude of approximately 30 miles.

7. Earth has more oxygen than (a, the) other planets.

8. Volcanic dust in (the, a) atmosphere blocks sunlight.

9. What is (a, an) aerosol, and how does it affect the atmosphere?

10. (The, A) ionosphere reflects radio waves back to Earth.

B. Rewrite each sentence by using the correct article.

11. thousand years ago, Iceland had a warmer climate.

12. Fossil fuels release carbon dioxide into air.

13. Meteorologists can forecast the development of hurricane.

14. A huge hurricane hit Galveston, island off the Texas coast.

15. Do you know how cold fronts affect weather?

16. Satellites are one of tools meteorologists use to study weather.

17. weather balloon can carry instruments 20 miles into the sky.

18. Stratus clouds are formed less than 6,000 feet from earth.

19. altostratus cloud has a smooth appearance.

20. During springtime, fog often forms early in morning.

C. Write a sentence using each article. If the article is capitalized, use it as the first word in the sentence.

21. An 22. a 23. The 24. an 25. the

216

Extra Practice

Demonstrative Adjectives

A. Write the demonstrative adjective in each underlined phrase.

1. This year we are studying geometry.

2. My teacher makes that topic easy to understand.

3. You can draw circles with these instruments.

4. Perpendicular lines are those lines that intersect at 90-degree angles.

5. I think this shape is a rhombus.

6. Can you tell if that shape is a polygon?

7. My partner thinks all these rectangles are similar.

8. If you add those angles, they measure 360 degrees.

9. This triangle is equilateral because all three sides are the same.

10. Draw a line with those arrows on the ends.

B. Write the demonstrative adjective in each sentence.

11. I need that ruler to measure the line.

12. These two trapezoids have the same measurements.

13. The teacher drew this angle as an example.

14. I used those sticks to form a parallelogram.

15. This point is called the vertex.

16. The triangle is a right triangle because those sides form a right angle.

17. We were asked to find these shapes in the classroom.

18. I liked that assignment because we were able to move around.

19. We had to find three examples of this shape.

20. This geometry chapter was really fun.

C. Rewrite each sentence by using this, that, these, or those.

21. “Please get math tools on the table,” Shawna said.

22. “How do I solve problem?” Rod asked.

23. “You can use tools,” Shawna answered.

24. “ problem looks harder than this one,” Rod said.

25. “Don’t worry. We’ll solve problems together.”

217

Extra Practice

Proper Adjectives

A. Write the proper adjective in each underlined phrase.

1. Native American peoples live in North America.

2. Jamestown was the first successful British settlement.

3. Spanish conquistadors explored Central America.

4. An Asian emperor sent an explorer to India.

5. Portuguese sailors traveled to South America.

6. English shipbuilders were the most skilled in their trade.

7. French fur traders traveled to western Canada.

8. Many Swedish settlers settled North America.

9. John Cabot, an Italian navigator, discovered Canada in 1497.

10. The Pacific was unknown to European explorers.

B. Write the sentences. Capitalize and underline each proper adjective.

11. The spanish Armada controlled the seas for many years.

12. Southern Mexico was settled by mayan peoples.

13. The Pacific Ocean was reached by dutch ships.

14. A chinese explorer made voyages to East Africa.

15. A french expedition discovered the St. Lawrence River in 1535.

16. chinese exploration stopped when the emperor had sailing ships destroyed.

17. Mounted police maintained order in canadian territories.

18. Lewis and Clark were american explorers.

19. John Ross was a scottish explorer.

20. Alaska was settled by russian explorers.

C. Complete each sentence with a proper adjective formed from the proper noun in parentheses.

21. Zheng He, a explorer, made seven voyages. (China)

22. The explorer Columbus sailed to the Americas. (Italy)

23. Ferdinand Magellan, a explorer, led the first voyage around the world. (Portugal)

24. A explorer looked for the Fountain of Youth. (Spain)

25. Powell led the first group through the Grand Canyon. (America)

218

Extra Practice

Comparative and Superlative Adjectives

A. Complete the list by writing the correct comparative or superlative adjective. Use your own sheet of paper.

B. Write each sentence. Choose the correct adjective from the pair in parentheses.

11. The Mississippi River is the (longer, longest) river in the United States.

12. Lake Michigan is (larger, largest) than Lake Erie.

13. The Pacific Ocean is (bigger, biggest) than the Atlantic Ocean.

14. Rhode Island is the (smaller, smallest) state.

15. The (colder, coldest) temperatures are often in Alaska.

16. The Grand Canyon is (deeper, deepest) than any other canyon in the world.

17. Mount Mitchell is the (higher, highest) point east ofthe Mississippi.

18. Yellowstone National Park has some of the (prettier, prettiest) scenery in the country.

19. The Appalachians are the (older, oldest) mountains in North America.

20. Death Valley is the (drier, driest) place in the United States.

C. Write each sentence. Use the correct form of the adjective in parentheses.

21. This geography game is (easy) than the last one we played.

22. These are the (hard) question cards!

23. What is the (wide) river in the world?

24. Your question was (tough) than mine.

25. I am the (great) game player in the world!

1. round, rounder,

2. green, , greenest

3. smooth, , smoothest

4. fresh, fresher,

5. sad, , saddest

6. sweet, , sweetest

7. strong, stronger,

8. busy, , busiest

9. bright, , brightest

10. heavy, heavier,

219

Extra Practice

Comparing withMore and MostA. Complete the list by writing the missing form of

each adjective. Use your own sheet of paper.

1. interesting, more interesting,

2. expressive, more expressive,

3. creative, , most creative

4. difficult, , most difficult

5. stable, more stable,

6. dangerous, , most dangerous

7. capable, , most capable

8. believable, more believable,

9. reliable, more reliable,

10. creative, , most creative

B. Read each adjective. Write the form of the adjective you would use to compare two nouns. Then write the form you would use to compare more than two nouns.

C. Write each sentence. Use the correct form of the adjective in parentheses.

21. A Michigan winter is (frigid) than a Florida winter.

22. The Great Banks provide some of the world’s (plentiful) fishing.

23. Ontario’s Point Pelee is one of the (beautiful) parts of southern Canada.

24. The Lowlands area is (suitable) for growing grain than for mining.

25. One of the (rugged) regions in the United States is the Rockies.

11. crowded

12. educated

13. courageous

14. personal

15. useful

16. imaginative

17. beautiful

18. terrifying

19. amusing

20. spectacular

220

Extra Practice

Comparing with Good and BadA. Write each sentence. Choose the correct word in parentheses.

1. A computer is one of the (better, best) tools for looking up information.

2. Searching Web sites may be (better, best) than skimming through books.

3. The (worse, worst) computers take several minutes to find information.

4. The (better, best) computers find information fast.

5. Nothing is (worse, worst) than seeing incorrect information on a Web site.

6. It is (better, best) to use several resources than just one.

7. The (better, best) approach is to use both online and print resources.

8. The (worse, worst) plan is to use only one source of information.

9. The more resources you use, the (better, best).

10. My work is (better, best) when I use a variety of sources.

B. Write the sentences. Complete each sentence with the correct form of good or bad.

11. The (good) decision I ever made was to use a computerfor my research.

12. I wrote a (good) research report this year than last year.

13. I used to be much (bad) at using the computer.

14. With practice, I got much (good) at it.

15. I use my new skills to find the (good) facts for my report.

16. Some sources are (bad) than others.

17. I had the (bad) time finding Web sites until I used search engines.

18. Search engines made my life a lot (good)!

19. Search engines work the (good) when you input keywords.

20. I used to think research was the (bad) task, but now I love it!

C. Use each of these forms of good or bad in a sentence. Write the new sentence.

21. good 22. better 23. best 24. worse 25. worst

221

Extra Practice

Adverbs

A. Write whether the underlined adverb tells how, when, or where.

1. The sun was shining brightly.

2. The parrots were squawking loudly.

3. One red bird was nearby.

4. Lately, birds have fascinated me.

5. I happily watched a blue macaw.

6. My sister always wants to see the peacocks.

7. Afterward, we strolled to the reptile house.

8. Mother stared cautiously at the python.

9. We quietly observed the tree snake.

10. We went outside.

B. Write each sentence. Draw one line under the adverb and two lines under the verb it describes.

11. We drove slowly through the jungle area.

12. Monkeys swung playfully from the trees.

13. Parrots screeched loudly at the people.

14. One bright bird flew overhead.

15. Its feathers shone radiantly.

16. I always enjoy the animal park.

17. We saw a pride of lions next.

18. Immediately, a lion roared.

19. Lions can hunt skillfully.

20. The pride rested lazily in the sun.

C. Write each sentence. Draw one line under the adverb. Write whether the underlined adverb tells how, when, or where.

21. A pack of gazelles leaped gracefully.

22. We walked ahead to see more animals.

23. Soon we had seen the whole park.

24. Finally, Dad said that it was time to go.

25. I sadly waved good-bye to the animals.

222

Extra Practice

Adverbs Before Adjectives and Adverbs

A. Write the adverb that describes the underlined word.

1. Families had extremely tight quarters on the ship.

2. The crew moved extraordinarily fast.

3. The children felt utterly frightened.

4. The weather became stormy quite quickly.

5. The winds were outrageously fierce.

6. The wind howled very loudly.

7. Lightning struck the ship almost immediately.

8. Very dark clouds filled the sky.

9. The rain stopped rather suddenly.

10. The storm was completely over.

B. Add an adverb to describe each of the following words. Use an adverb only once.

11. difficult

12. excited

13. tired

14. visible

15. carefully

16. nervous

17. ready

18. slowly

19. dusty

20. damp

C. Write each sentence. Write whether the underlined adverb describes an adjective or another adverb.

21. The ship bumped too heavily against the dock.

22. The passengers were incredibly quiet.

23. The people gathered their things quite slowly.

24. The departure line was extremely long.

25. The crowd was rather noisy.

223

Extra Practice

Comparing with Adverbs

A. Write the correct adverb form to compare two actions. Then write the adverb form that compares three or more actions.

1. slowly

2. early

3. quickly

4. swiftly

5. often

6. loudly

7. fast

8. late

9. softly

10. poorly

B. Write the sentences. Underline the adverb that compares in each sentence.

11. The eagle can see more clearly than a human can see.

12. Some animals can run longer than other animals.

13. The cheetah runs the fastest of all over short distances.

14. A mare eats grain more often than a pony does.

15. One calf walked more slowly than the other calf.

16. The tree frog hid most carefully of all.

17. The raccoon climbed higher than the bear.

18. The gazelle moved more quickly than the lion.

19. I think the lion is the most skillful hunter of all.

20. The crab moves more cautiously than the scorpion.

C. Write each sentence. Choose the correct comparative or superlative adverb from the parentheses.

21. The ladybug moved (more slowly, most slowly) than the ant.

22. The beetle moved the (fastest, faster) of all the insects.

23. The housefly flew (most quickly, more quickly) than the moth.

24. The trap-door spider hunts (most skillfully, more skillfully) than the common house spider.

25. The spider spins its web (more skillfully, most skillfully) of all.

224

Extra Practice

Negatives

A. Write the negative in each sentence.

1. No one in the group had flown before.

2. Nobody wanted to board the plane.

3. Briana doesn’t have the tickets.

4. Never had we been so confused.

5. Scott didn’t have the tickets, either.

6. I don’t know where the tickets are.

7. They weren’t in anyone’s pocket.

8. No solution could be found.

9. “Aren’t those the tickets?” asked Sandy.

10. Nothing more needed to be said.

B. Choose a word from the Word Bank to rewrite each sentence.

no wasn’t never weren’t hadn’t

couldn’t None No one nowhere Nothing

11. We wait for our ride in the glider.

12. A glider has motor.

13. The plane as noisy as I had expected.

14. else is quite like a ride in a glider.

15. wanted to get off the plane.

16. I had done anything more exciting.

17. Our town was in sight.

18. The clouds far above us.

19. We been flying long when it was time to land.

20. of us regretted the trip.

C. Write each sentence. Change one of the negatives in each sentence to a positive word so that the sentence is correct.

21. Nobody doesn’t want the trip to end.

22. We didn’t have no more money.

23. They didn’t know nothing else to do.

24. I don’t want to do nothing more.

25. I haven’t no more ideas.

225

Extra Practice

Punctuation in Dialogue

A. Write the sentences. Underline the name of the person who is speaking in each sentence. Circle the quotation marks.

1. “Let’s make paper helicopters,” announced Kelsey.

2. Riley asked, “What do we need?”

3. “First, we need paper,” answered Jenna.

4. “We also need scissors,” added Mario.

5. “Did Mario say we also need scissors?” asked Graciela.

6. “Yes,” answered Jenna. “Now let’s each make a helicopter.”

7. “What do we do first?” asked Riley.

8. “Fold your paper in half,” said Mario.

9. “Don’t just say to fold it in half!” exclaimed Jenna.

10. “Then unfold it,” confirmed Mario, “and cut along the fold on each side.”

11. “Do I cut it only a third of the way?” asked Riley.

12. Mario said, “Yes, and then fold in each side.”

13. “Wow!” said Riley. “Now it looks like a giant letter T.”

14. “Cut the top down to the fold line and in half,” said Graciela.

15. “It looks like rabbit ears now,” laughed Mario.

16. Jenna continued, “Fold one flap back and one forward.”

17. “Put a paper clip on the bottom,” instructed Kelsey.

18. “Hold it up high,” said Mario, “and release it.”

19. “Oh,” Graciela noticed, “it spins like a helicopter now!”

20. “What fun this is!” Jenna shouted.

226

Extra Practice

B. Write each sentence. Draw one line under thedirect quotation.

21. Mom said, “We’re going to the Smithsonian Institution.”

22. “Will we go during vacation?” I asked.

23. “Yes,” she answered, “we leave next Tuesday.”

24. “What will we see?” inquired my sister.

25. My brother answered, “Nothing fun will be there, I bet.”

26. “We will go to the National Air and Space Museum,” said Dad.

27. “What do they have there?” asked my brother.

28. “They have a model of the Wright brothers’ plane,” Mom replied.

29. “They have one of the space capsules,” I added.

30. “Do they have a capsule from a lunar landing?” my brother asked in surprise.

C. Write each sentence. Use capitalization and punctuationcorrectly.

31. the museum really has a space capsule said Dad.

32. I said they also have the Spirit of St. Louis.

33. is that Charles Lindbergh’s plane? asked my brother.

34. yes I replied and they also have many uniforms.

35. my brother cried what fun this is going to be!

36. now do you want to go? I asked.

37. My brother responded when do we leave?

38. go pack your bag said Mom.

39. did Mom say go pack your bag?

40. I think we’re going to enjoy this trip commented Dad.

227

Extra Practice

Prepositions

A. Write the sentences. Underline each preposition.

1. My friend and I stopped at the park.

2. We ate lunch on the grass.

3. I had ice in my juice.

4. My friend poured water into a bottle.

5. We sat beside a maple tree.

6. The sun peeked through a cloud.

7. The birds flew among the branches.

8. Cyclists rode by us.

9. People were jogging around the track.

10. Children stood between their parents.

B. Write the sentences. Choose a preposition to complete each sentence.

11. Two girls played catch us.

12. A ball rolled the fence.

13. The team the infield wore red.

14. The team at bat had blue hats their heads.

15. One player hit the ball the park.

16. The player jumped the fence.

17. He returned the home run was scored.

18. We sat home plate.

19. We stayed noon.

20. Then we ate hamburgers lunch.

C. Use each preposition in a sentence. Write the new sentences.

21. across

22. beside

23. over

24. between

25. among

228

Extra Practice


A. Write the prepositional phrase in each sentence. The preposition is underlined to help you.

1. The heart is located inside the rib cage.

2. The ribs protect the heart from damage.

3. The heart is a muscle in the circulatory system.

4. The heart is positioned under the breastbone.

5. You feel your heart beat against your chest.

6. After a race, your heart beats rapidly.

7. Your heart beats more slowly during sleep.

8. Blood carries oxygen to your cells.

9. Blood carries wastes from the cells.

10. The heart is an important part of the body.

B. Write each sentence. Draw one line under the prepositional phrase.

11. Our teacher showed us a video about exercise.

12. During exercise, you should check your pulse.

13. Put your finger on your pulse.

14. You can count how many times your heart beats in one minute.

15. After exercise, your heart beats faster.

16. Blood is pumping more quickly through your veins.

17. Exercise is good for your body.

18. I like to run around the school track.

19. My best friend likes to play basketball inside the school gym.

20. My mom likes to jog near our house.

C. Write each sentence. Draw one line under the prepositional phrase. Draw two lines under the preposition.

21. Exercise takes care of your heart.

22. With exercise, your body is healthier.

23. You can choose from many different exercises.

24. Less oxygen is needed during rest.

25. Exercise is necessary for good health.

229

Extra Practice

Combining Sentences: Complex Sentences

A. Write the conjunction that joins the two ideas in each complex sentence.

1. We made a plan when we planted our vegetables.

2. We planted carrots because we like them.

3. I brought radish seeds since they grow easily.

4. Pearleen planted peas before she watered the ground.

5. Peas grow well unless the weather is hot.

6. We raked rocks although some pebbles remained.

7. We patted the soil after we placed the seeds.

8. We worked hard until it was noon.

9. We would take a break if we could.

10. I stopped working as the sun went down.

B. Write each sentence. Circle the conjunction. Draw one line under each of the two ideas in the sentence.

11. Pearleen adds compost because it helps the plants to grow.

12. I watered the ground after the seeds were soaked.

13. I can’t wait until the vegetables are ready.

14. We can pick them as they mature.

15. Tomatoes are ripe when they are red.

16. The peas will be ready after the pods are full.

17. Pearleen added a trellis where she knew the plants would climb.

18. Radishes are ready more quickly than you think.

19. The carrots won’t be ready if we watch them grow.

20. We will pull out the plants after the first frost comes.

C. Combine each pair of sentences into one complex sentence. Use the conjunction in parentheses. Write the new sentence.

21. I won’t plant beets. I don’t like them. (because)

22. Plants grow fast. The weather is hot. (when)

23. The garden needed water. The heat wave was over. (after)

24. I added fertilizer. I raked the soil. (before)

25. I like to garden. I really am not a gardener. (although)

230

Extra Practice

Commas with Prepositional Phrases and Interjections

A. Write each sentence. Underline the prepositional phrase or the interjection. Circle the commas.

1. During the afternoon, the sun is hot.

2. Before the game, I get my sunscreen.

3. Wow, the sun is hot!

4. At midday, I rested.

5. To our picnic, we brought an umbrella.

6. Gee, too much sun might give me wrinkles.

7. Inside the park, I touched poison oak.

8. On my hand, I began to itch.

9. In a few minutes, the poison oak spread.

10. For my rash, my mother applied lotion.

B. Write each sentence. Underline the prepositional phrase or the interjection.

11. Oh! Goose bumps look funny.

12. During cold weather, I get goose bumps.

13. Gee, I better wear a sweater.

14. Well, I don’t have goose bumps anymore.

15. Oh my, what happens if I cut my skin?

16. In a cut, a clot seals the wound.

17. With white blood cells, the infection is attacked.

18. At the edges, skin cells begin to grow.

19. Over time, new skin cells close the wound.

20. Wow, skin is amazing!

C. Write each sentence. Add a comma to prevent misreading.

21. After stretching skin holds its shape.

22. On skin wrinkles are found.

23. Look oil keeps our skin waterproof.

24. To our skin pigment gives color.

25. With sunscreen protection starts.

231

Build S

kills

• You can take notes from written material or from listening to

a speaker.

• When taking notes, record only important facts. Use your own

words instead of the author’s or speaker’s words.

• Record the sources of your notes, including the book title, the

author, and the page number.

• You can summarize your notes to be sure that you understand

the material. A summary includes only the most important ideas.

DEFINITIONS AND FEATURES

Practice Take notes on the following article, listing five facts on a sheet of paper. Then write a summary using your notes and your own words. Give your summary a title.

Note-Taking and Summarizing

History of the Harp

one of the oldest stringed instruments

possibly thought up by hunter who heard twang

from bowstring

String Instruments by Claire Peters, page 41

Short phrases that tell

important facts

The source of the facts

The modern concert harp is the only instrument in an orchestra that is played entirely by plucking the strings. Harpists use their fingers to pluck the 47 strings. Modern concert harps have seven foot-pedals. Each pedal has three possible positions. These pedals change the pitch of the strings. This allows the harpist to play in any key.

Topic

232

Build

Sk

ills

• Use two or more sources when researching information for a

research report.

• Sources could include nonfiction books, periodicals (magazines

and newspapers), encyclopedias, interviews, and videotapes.

• Choose the source that matches your topic. For current

information, use a magazine. For statistics, use an almanac.

• Include a bibliography, or list of sources, at the end of the report.

Include title, author, and date of publication of each source.


Choosing Reference Sources

for Research

Practice Read the following topics. Write book, periodical, encyclopedia, video, audio recording, or interview to name the best source of information for that topic.

1. A local architect’s plan for a new park in your town

2. A brief article on elm trees

3. Large amounts of specific, in-depth information about baseball

4. The local weather report for the week

5. The most current information about campgrounds

6. Instructions for building a birdhouse

7. A diagram of the anatomy of a fish

8. A recording of a poet reciting nature poems

9. The life of a famous author

10. How to make a specific recipe created by your mother

Use two or more sources when researching.

List the title and author, as well as the date of publication and page numbers, in a bibliography.

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C O N T E N T S

The Geography of the Western Hemisphere 16

People and Culture 40

The Geography of Canada 62

The First Canadians 80

Practice Write table of contents, copyright page, glossary, or index to tell where in a book you would locate the following information.

1. The meaning of the word thorax

2. Page numbers for information about the red ant

3. A date to tell whether a book is more than five years old

4. Page numbers for information about air pressure

5. Where a book was published

Parts of a Book

Title gives clues to main idea of

chapter.

Copyright page

Specific topic and page number

are given.

• The table of contents lists chapter titles and page numbers. It

can give you an idea of the chapters’ main ideas.

• The copyright page tells the company who published the book

and the date and place of publication.

• The glossary is a dictionary that lists words found in a

particular book.

• Use the index to find specific information in the book. The index

lists topics and subtopics in alphabetical order.


Word pronunciation and definition

are given.

McGraw-Hill School DivisionA Division of The McGraw-Hill Companies

Copyright © 1998 McGraw-Hill School Division, a Division of the Educational andProfessional Publishing Group of The McGraw-Hill Companies, Inc.

All rights reserved. No part of this book may be reproduced or transmitted in any form oany means, electronic or mechanical, including photocopying, recording, or by any informstorage and retrieval system without permission in writing from the publisher.

McGraw-Hill School Division1221 Avenue of the AmericasNew York, New York 10020

Printed in the United States of America

ISBN 0-02-244302-9

INDEXGulana Highlands, 442,

475Guianas, 476–477, m476Gulf Coastal Plain, 266,

272, m266Gulf of California, 265,

m266Gulf of Mexico, 23, 265,

272, m266Guyanna, 437, 465, 475,

476, 477, 481, m476

HHacienda, 247–248

Huron Indians, 115–116, 119, 124

Hurricane Janet, 388Hurricanes, 387–388,

p. 388Huskies, 83, p. 83Hydroelectric power, 164,

447, 515–516, p. 516

IIce Age, 42–43, 67, 69, 194Ice hockey, 162–163, p. 163Igloo, 83, p. 84Immigrants

to Argentina, 511cash crop/ degree

cash crop (kash krop) A plant that is grown to be sold for money instead of for personal use. (p. 410)

cash economy (kash i kon´ә me) An economic system in which goods are exchanged for money. (p. 499)

community development (kә mu ni te di vel´әp ment) Work done within a poor community to improve life there. (p. 549)

compass (kum´pәs) An instrument that shows the direction of the magnetic north. (p. 226)

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• An encyclopedia is a print or electronic reference source that

includes information about people, places, things, and events.

• Articles in encyclopedias are about specific topics.

• Within each encyclopedia, articles are arranged in alphabetical

order by keywords. Each keyword is the main topic of the article.

• Encyclopedia volumes are arranged in alphabetical order.

• Guide words at the top of the page tell you the first article and

last article on the page.


Encyclopedia

Practice Write the keyword or words that you would look up or type to find information about each subject.

1. Musical instruments in the string section of an orchestra

2. Organs of the respiratory system

3. The art of Winslow Homer

4. The rain forests of Brazil

5. Birthplace of author E. B. White

Use this volume to find articles about people, places, things, and events that begin with S.

Word Search

New SearchMount Everest

Everest, Mount

Article titles and entries

Type in an article title

PINPOINTER I—IX

After entering keyword(s), press the ENTER key and a list of articles will appear.

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John Cabot 1497John Cabot 1498

Giovanni daVerrazano1524

JacquesCartier1534

1490

1500

1510

1520

1530

1540

• A time line shows the order in which events happened. Dates are

written on a time line to show the period of time between events.

• A historical map shows land features and places from long ago. It

may show where historical events occurred. Historical maps often

include labels or symbols that convey important information.


Practice Use the time line and map to answer the questions.

1. What European explorer was the first to sail to North America during this time period?

2. Did you use the time line or the map to answer question 1? Why?

3. What explorer followed the most southerly route?

4. Why can’t you use the time line to answer question 3?

5. Which explorer sailed to North America twice? How do you know?

Time Lines and Historical Maps

This time line covers a period

of 50 years.

The time line is divided into five

parts, one for each decade.

The title tells the topic of the map.

The key identifies the meaning of

the map symbols.

Key:

John Cabot

Jacques Cartier

Giovanni daVerrazano

EUROPEAN EXPLORATION OF NORTH AMERICA

ATLANTIC OCEAN

FLORIDA

Labrador

NOVASCOTIA

NEWFOUNDLAND

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School Supplies Sold: OctoberStudents’ Favorite Lunches

Fish5%

Other8%

Hamburger46%

Turkey37%

Chicken4% Number Items Sold

Pencils FoldersNote-books Erasers Rulers

• A graph is a visual way to show information. Graphs help readers

compare different types of information, or data.

• The title tells what information can be found on the graph.

• Labels on graphs give more information about the data.

• There are many types of graphs. Circle graphs show how a group

can be divided into smaller groups. Bar graphs show numbers.

Each bar represents a number of items.


Graphs

Practice Use both graphs to answer the questions.

1. Which lunch do students like the most?

2. Which lunch do students like the least?

3. Which lunches do students like about the same?

4. Do more students like hamburger, or do more students like chicken, fish, and “other” lunches combined?

5. What clue helps you answer question 4 without adding?

6. How many notebooks were sold during October?

7. Which item had the highest sales?

8. Which item had 30 sales?

9. How many more notebooks were sold than rulers?

10. How are the two graphs different from each other?

A bar graph is an easy way to see numbers.

The title tells you what information is on the graph.

The labels tell you what the bars represent.

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• A dictionary can help you learn the meaning, spelling, and

pronunciation of an unfamiliar word.

• The words in dark type are called entry words. They show the

spelling and syllables of the words.

• The two guide words at the top of a dictionary page identify the

first entry word and the last entry word on that page.

• Entry words are arranged in alphabetical order.

• The pronunciation is shown in parentheses.

• Some words have different meanings. Each definition of an entry

word is numbered.


Practice Use the above entries from part of a dictionary to answer these questions.

1. What part of speech is the word humidity?

2. How many syllables does the word humiliate have?

3. What word could you look up to further understand the meaning of humility?

4. Which of these words would appear elsewhere on this dictionary page: hunch, human, humus, hunger, hurdle?

5. Why are the words humiliated and humiliating shown after the entry word humiliate?

Dictionary

humidity • hunch

humidity Water vapor in the air; dampness: The humidity made the air feel warmer than it really was. hu•mid•i•ty (hu midí te) noun.

humiliate to make a person seem ashamed or foolish: I was humiliated when I had to sing in public. hu•mil•i•ate (hu milé at´) verb, humiliated, humiliating.

humility Lack of pride or arrogance: Ann showed humility when she received the award. hu•mil•i•ty (hu milí te) noun.

hummingbird A small, brightly colored American bird with slender, pointed bill and rapidly beating wings. hum•ming•bird (humíng bûrd´) noun.

Guide words

Entry word

Pronunciation guide

Definitions

Part of speech

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• A thesaurus is a reference source that lists synonyms and

antonyms. Synonyms are words that have the same or similar

meanings. Antonyms are words that have opposite meanings.

• Use a thesaurus to help you choose more interesting and more

exact words to use in your writing.

• Synonyms are listed after entry words in a thesaurus. Entry

words in dark type are listed in alphabetical order.

• Some entries include a cross-reference, which refers you to other

words in the thesaurus.

• A computer or an online thesaurus can usually be found under

“Tools” in the menu bar of a word-processing program.


Thesaurus

Practice Write each sentence. Replace the underlined word with a synonym or an antonym shown in the thesaurus entries on this page. Use a different word each time.

1. Amy was making a collage.

2. She heard a loud voice.

3. She looked out the window.

4. A man was making a speech.

5. The crowd around him was loud.

look/new

look v. to see with one’s eyes. Look at what I found:glance to look quickly. The spy glanced over his shoulder. peer to look closely. We peered through the window of the shop.stare to look at for a long time with eyes wide open. Mac stared at me as though I were crazy. See also see.

loud adj. having a strong sound. The band was playing loud music.deafening loud enough to make one deaf. The exciting goal brought deafening cheers from the fans.

noisy full of sounds, often unpleasant. Their apartment is located above a noisy street. ant-onyms: See quiet.

Mmake v. to bring into being. Maya

makes her lunch every day.build to create by putting together pieces. They build birdhouses in shop class. create to design. Tony created a beautiful painting.deliver to express in words. I must deliver a speech at the assembly. antonyms: See destroy.

Guide words

Synonyms

Antonyms

Part of speech

Cross-reference

Entry word

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PLANTS

555.23M

Marlowe, Jacqueline.

Plants in the Southern Hemisphere

—New York: Adams, ©1977

206p.: ill.: 35cm.

• A card catalog provides information about each library book. It

may be a set of cards or a computer database.

• The cards in the catalog are listed in alphabetical order.

• Each book has three cards stored in separate files: an author

card, a title card, and a subject card.

• The author card lists the name of the author first. The title card

lists the title of the book first. The subject card lists the general

subject of the book first.

• The call number tells where to find the book on the shelf.


Practice Look at the subject card on this page to answer the following questions. Write your answers on a sheet of paper.

1. Who is the author of the book?

2. What is the title of the book?

3. What is the call number of the book?

4. What is the subject of the book?

5. What year was the book published?

Card Catalog

Topic

Call number

Author’s name

Book title

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• A library or a media center includes a variety of materials and

resources that are arranged in different sections.

• Fiction books are arranged on shelves alphabetically by authors’

last names. Nonfiction books are arranged by subject.

• The circulation desk is where you check out books.

• The reference section includes books for research such as

encyclopedias, atlases, and almanacs. The reference section may

also include computers for Internet and CD-ROM research.

• A media center may include video and audio recordings,

playback machines, and software.

• The card catalog contains information about library books. It may

be in drawers or on a computer database.

• The periodicals section includes magazines and newspapers.


Library or Media Center

Practice Look at the floor plan shown on this page. Write where you would find each of the following items in the library.

1. the A volume of an encyclopedia

2. a list of Roald Dahl books that can be found in the library

3. a Web site on how to play chess

4. an issue of Sports Illustrated for Kids

5. a copy of The Giver by Lois Lowry

Library Floor Plan

Periodicals section

Reference section

Card catalog

Circulation desk

Computers

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DOWNLOAD

SEARCH

Homework Help

Sports

Science

HELP!

Topic

KidsInfoKids Info

All Over the World

Technology and

Games

Entertainment

News

• The Internet is an up-to-the-minute, current source of information

about many topics.

• You can use a search engine to find information about a specific

topic. Narrow your search by using keywords.

• Online encyclopedias contain the same type of information

as print encyclopedias. They are often arranged alphabetically

by keyword.

• You can find daily news on the Internet by searching through

online newspapers.

• At some Web sites, you can send e-mail to experts to ask specific

questions about topics.


Practice Complete these instructions for someone who is using the Internet to do research.

1. Use the Internet to find information that is .

2. Use a to find Web sites about a certain topic.

3. If you want to interview an expert online, you can him or her.

4. Use to find Web sites and encyclopedia articles on specific topics.

5. If you want to find out what has happened in a certain city on a certain day, check out an online .

Using the Internet

You can use a search engine to find information

about a topic.

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• Periodicals are magazines and newspapers published at regular

intervals, such as weekly, monthly, and quarterly.

• Periodicals provide current information about various topics.

• The Readers’ Guide to Periodical Literature is a set of books or an

electronic database that alphabetically lists, by topic or author,

articles published in magazines. It identifies the magazine,

issue, and pages where the article can be found.

• Media resources are nonprint resources that you can use to find

information, such as CD-ROMs, video, and audio recordings.


Periodicals and Media Resources

Practice Use the Readers’ Guide entries on this screen to answer the following questions.

1. How many magazines include articles about plants?

2. What magazine has an article titled “Plants”?

3. What article is in the magazine Children’s Gardener?

4. When was the article “Amazing Plant Facts” published?

5. On what pages will you find the article titled “Plant Poems”?

PLANTS

“Amazing Plant Facts.” Plants and Flowers Magazine. June ’95 p. 50–54

“How to Grow Plants.” Children’s Gardener. May ’07 p. 14–16

“Plants.” C. W. Burrow. Plant Magazine. Jan. ’06 p. 27–29

“Plant Poems.” Gardening Journal. Aug. ’98 p. 41–43

Topic

Publishing date and page numbers of the article

Name of article

Name of magazine

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Vocabulary

• A time-order word tells when events happen and in what order

they happen.

• Use time-order words to show how ideas are related to each

other and to make your writing flow more smoothly.

• Sometimes a phrase can show time order in a piece of writing.

first yesterday now

next today before

then tomorrow after

last as soon as in the meantime

finally one day meanwhile

second the next day a long time ago

third last night

Time-Order Words

• A compound word is a word made from two or more smaller

words that have been joined together.

• You can often tell the meaning of a compound word by looking at

the words that make up the compound word.

• A compound word may be written as one word, two or more

words separated by a hyphen, or as two separate words.

Two Words Compound Word Meaning

fire + truck fire truck truck that fights fires

back + pack backpack pack worn on the back

space + shuttle space shuttle shuttle that flies into space

fish + hook fishhook hook that catches fish

pot + roast pot roast roast made in a pot

wall + paper wallpaper paper placed on the wall

double + park double-park park two cars next to each other

Compound Words

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• Prefixes and suffixes are word parts added to the beginning or

end of a root word or base word.

• A prefix is a word part added to the beginning of a base word.

• A suffix is a word part added to the end of a base word.

• Adding a prefix or suffix changes the meaning of the base word

to which it is added.

Prefix Meaning Suffix Meaning

re- again, back -ful full of

un-, dis-, non- not, -able, -ible capable or

the opposite of worthy of, fit for

mis- wrongly, badly -ness state, condition,

or quality of

pre- before -less without, not having

bi- having two of; -ist one who does or

twice makes

im-, in- not, without, -ment the act, state,

in, into quality, or result of

Prefixes and Suffixes

• Synonyms are words that have the same or almost the same

meanings.

• Antonyms are words that have opposite meanings.

• A word may have more than one synonym or antonym.

Word Synonym Antonym

strong powerful weak

careful cautious careless

fix repair destroy

untrue false true

possible likely impossible

Synonyms and Antonyms

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Vocabulary

• Writers carefully choose words to create vivid pictures for their

readers and to use words with the exact meanings they intend.

• Choose a synonym that best expresses your meaning.

• Select vivid verbs and vivid adjectives to create stronger and

more exact descriptions.

Vague Verbs Precise Verbs Vague Adjectives Precise Adjectives

ask invite big mammoth

do perform cold frigid

fix remodel dark foggy

fly soar dull uninteresting

get reach fast speedy

hang drape fine splendid

look peer hard puzzling

melt liquefy late overdue

move dance nice agreeable

say shout noisy ear-splitting

old outmoded

sweet honeyed

Word Choice

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• Figurative language uses words in ways beyond their usual or

literal meanings.

• Writers use figurative language to create images for readers.

• Figurative language can make writing more vivid, precise, and

interesting.

• Similes, metaphors, and personification are three specific types

of figurative language.

Figurative Language Definition Example

simile compares using the The beach was as hot word like or as as an oven. The students’ footsteps

sounded like thunder.

metaphor compares two unlike The beach was an oven.

things without using The students’ footsteps

words of comparison were thunder on

the stairs.

personification gives human The cool water invited

qualities to animals, me to jump in.

ideas, and objects The stairs complained

when the students ran

up them.

Figurative Language

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Vocabulary

• The English language includes some confusing words that are

often misused. The following charts will help you understand

how to use these words properly.

Problem Words

Words Correct Usage

accept

Accept means “to receive” or “to agree to.” It is a verb.I accept your apology.

except

Except means “other than.” It is usually a preposition.I like all fruits except bananas.

bad

Bad is an adjective. It means “the opposite of good.”My brother is a bad cook because he never reads directions.

badly

Badly is an adverb. It means “in a bad manner.” The boy treated his sister badly because his feelingswere hurt.

beside

Beside means “on the side of.”The book is beside the lamp.

besides

Besides means “in addition to.”Besides Joel, Carl and Ellen were cast in the play.

can

Can tells about an ability.I can play the flute.

may

May expresses permission.You may spend the night at Harold’s house.

fewer

Fewer is used for things that can be counted.I have fewer crayons than Todd does.

less

Less is used for things or ideas that cannot be counted.I am less organized than Sherry is.

good

Good is an adjective that describes something positive.I had a good steak at the restaurant last night.

well

Well is usually an adverb. It gives more information about the verb by telling “how.’’My sister swam well last summer.

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Problem Words

Words Correct Usage

lay

Lay means “to put something down.”Lay the papers on my desk.

lie

Lie means “to recline or rest.”Seth lies on the floor in front of the fireplace.

loose

Loose means “not secured.”Maggie had her first loose tooth.

lose

Lose means “to misplace.” It is a verb.Did you lose your house key?

set

Set means “to put something down or in a certain place.”I set my pencil on the table.

sit

Sit means “to be seated.”Our class should sit in the front of the auditorium.

their

Their is a possessive pronoun meaning “belonging to them.”The Murphys are gone, so Ryan will feed their dog.

they’re

They’re is a contraction meaning “they are.”We aren’t sure when they’re coming back from vacation.

your

Your is a possessive pronoun that means “something that belongs to you.”Is that your cat?

you’re

You’re is the contraction for “you are.”You’re a wonderful artist, Sam.

whose

Whose is an adjective showing possession.Whose paper is this on the floor?

who’s

Who’s is a contraction for “who is.” The apostrophe takes the place of the i in is. I don’t know who’s coming to the festival next week.

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Spelling

▶ Silent e When words end in silent e, drop the e when adding an

ending that begins with a vowel. (rule + es = rules) When adding

an ending that begins with a consonant, keep the silent e (love + ly = lovely).

▶ Spelling with y When a base word ends with a consonant followed by y, change the y to i when adding any ending except

endings that begin with i. (fly + es = flies; fly + ing = flying)

When a base word ends with a vowel followed by y, do not change

the y when adding endings. (donkey + s = donkeys)

▶ Vowel and Final Consonant When a one-syllable word ends in one vowel followed by one consonant, double the consonant

before adding an ending that begins with a vowel. (jog + ing = jogging)

▶ The letter q is always followed by u. (quaint, quitter)

▶ No English word ends in j, q, or v.

▶ Plural and Verb Tense Add -s to most words to form plurals or

to change the tense of verbs. Add -es to words ending in x, z, s, sh,

or ch. (cup + s = cups; wish + es = wishes; class + es = classes)

▶ Plural: f and fe To make plurals of words that end with one f or

fe, usually change the f or fe to v and add -es. (wife + es = wives)

▶ ie and ei Word When choosing ei or ie, remember that i comes

before e except after c or when it sounds like /a/ as in neighbor or

weigh.

▶ The /s/ Sound When the /s/ sound is spelled c, it is always

followed by e, i, or y. (place, circle, fancy)

▶ When /j/ is Spelled g, g is always followed by e, i, or y. (gem, giant, energy)

▶ The /ch/ Sound If the /ch/ sound immediately follows a short

vowel in a one-syllable word, it is spelled tch. (clutch, batch) There

are a few exceptions in English: much, such, which, and rich.

▶ The /f/ sound at the end of a word may be spelled f, ph, or gh.

(brief, graph, tough)

RULES

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Use these strategies to help you become a better speller.

▶ Homophones Learn common homophones and make sure you

have used the correct homophone in your writing. (They’re going to their house. They live over there.)

▶ Rhyming Words Think of a word you know that has the same

spelling pattern as the word you want to spell, such as a rhyming

word. (stew, blew, knew)

▶ Use words that you know how to spell to help you spell new

words. (blow + sock = block)

▶ Make up clues to help you remember the spelling. (ache = a cat has ears; u and i build a house; a piece of pie; Al has morals)

▶ Related Words Think of a related word to help you spell a

word with a silent letter or a hard-to-hear sound. (sign-signal; relative-related)

▶ Syllables Divide the word into syllables. (re mind er)

▶ Prefixes and Suffixes Learn to spell prefixes and suffixes you

often use in writing.

▶ Word Chunks Look for word chunks or smaller words that help

you remember the spelling of the word. (hippopotamus = hippo pot am us)

▶ Change the way you say the word to yourself to help with

the spelling. (knife = / /; beauty = /be u te/)

▶ Visualizing Think of the times you may have seen the word in

reading, on signs, or in a textbook. Try to remember how it looked.

Write the word in different ways. Which one looks correct? (havy, hevy, heavy)

▶ Use the Spell-Check Program If you are working on a

computer, use the spell-check program. Remember, though, that

spell-checkers are not perfect. If you write your instead of you’re,

a spell-checker will not catch the mistake.

▶ Personal Word List Keep an alphabetical Personal Word List

in your Spelling Journal. Write words you have trouble spelling.

RULES

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Spelling

• Some words are easily confused because they are spelled

similarly or because they sound alike. These words have different

definitions, so you need to be sure you use the correct one.

accept any more desert loose tautexcept anymore dessert lose taunt

accuse approve expect midst thanexcuse improve suspect mist then

adapt breath farther personal thoughadopt breathe further personnel through

afar cloth finale picture veryaffair clothe finally pitcher vary

alley close formally quiet weatherally clothes formerly quite whether

all ready conscience hour recent youralready conscious our resent you’re

all together costume later respectivelyaltogether custom latter respectfully

angel dairy lay sinkangle diary lie zinc

Easily Confused Words

• For many writers, some words are difficult to spell. You can use

this list to check your spelling.

a lot doesn’t heard our surprised

afraid especially hero people tried

again everybody instead piece truly

already everyone into probably until

always except knew radio upon

athlete excited know really usually

beautiful family knowledge right vacation

because favorite library said we’re

before field maybe separate weird

believe finally minute should were

caught friend myself since when

clothes getting of sincerely where

control government off something which

different grabbed once successful whole

disappear happened one sure you’re

Frequently Misspelled Words

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• Homophones are words that sound the same but have different

spellings and meanings. Whole and hole are examples of

homophones.

ad currant heal mail threw add current heel male through

aisle days herd main throneI’ll daze heard mane thrownisle

allowed dew higher missed toaloud do hire mist too two

base die hole pair toadbass dye whole pear towed

boar find in peak wadebore fined inn peek weighed

brake flew its rap wailbreak flu it’s wrap whale

capital foul knew ring waistCapitol fowl new wring waste

cell grate knot some weavesell great not sum we’ve

chews hair lead stationary wrungchoose hare led stationery rung

coarse hall lessen theircourse haul lesson there they’re

Common Homophones

Word Study Steps

Be a better speller by following these steps.1. Study each letter in the word.2. Picture the word in your mind.3. Write the word carefully.4. Check the spelling of the word.

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Correcting Sentence Fragments

Problem 1

A sentence fragment that does not have a subject

Sentence Fragment: Visited the gardens.

Solution 1

You need to add a subject to the sentence fragment to

make it a complete sentence.

Sentence: My class visited the gardens.

Who or what visited the gardens?

• A sentence is a group of words that expresses

a complete thought.

• A sentence fragment does not express

a complete thought.

Problem 2

A sentence fragment that does not have a predicate

Sentence Fragment: My teacher, Mrs. Santos.

Solution 2

You need to add a predicate to the sentence fragment

to make it a complete sentence.

Sentence: My teacher, Mrs. Santos, had never seen so many beautiful flowers.

What about your teacher, Mrs. Santos?

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Practice Rewrite the sentence fragments to make complete sentences.

1. Decided to get out the map.

2. A big painted sign.

3. Walked down the path.

4. Next, Sam and I.

5. A beautiful smell in the air.

6. The rest of the class.

7. Followed the sounds of their voices.

8. Never caught up to the class.

9. Our teacher and all our classmates.

10. Had been looking for us everywhere.

Problem 3

A sentence fragment that does not have a subject and

a predicate.

Sentence Fragment: At the front gate.

Solution 3

Add a subject and a predicate to this fragment to make it

a complete sentence.

Sentence: The tour guides gave us a map at the front gate.

Who or what is this about? What

did they do?

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Correcting Run-on Sentences

Problem 1

Two sentences joined with no punctuation between them

Run-on Sentence: Everyone wrote a report my report was about the desert.

Solution 1

Separate the two complete thoughts into two sentences, and add

the necessary capitalization and punctuation.

Sentences: Everyone wrote a report. My report was about the desert.

Are these two complete

thoughts?

• A sentence is a group of words that expresses a

complete thought.

• A run-on sentence contains two or more sentences

that should stand alone.

Problem 2

Two sentences joined only by a comma

Run-on Sentence: The desert seems like an empty place, many plants and animals live there.

Solution 2

Place a comma at the end of the first complete thought. Then add

and, but, or or to connect the two thoughts.

Compound Sentence: The desert seems like an empty place, but many plants and animals live there.

Aren’t these two different sentences?

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Problem 3

Three or more sentences joined with and, but, or or

Run-on Sentence: The desert has a harsh climate, and the temperatures can be extreme, and there is very little rain.

Solution 3

Create more than one sentence by separating ideas

and using correct end punctuation. Join two closely related ideas to

form a compound sentence.

Separate Sentences: The desert has a harsh climate. Thetemperatures can be extreme, andthere is very little rain.

Does this sentence include three separate

thoughts connected by and?

Practice Rewrite these run-on sentences correctly.

1. My family took a vacation last summer, and we went to the desert, but we stayed cool in a hotel.

2. Our trip was to Santa Fe, it is the capital of New Mexico.

3. My family and I saw the sights we visited every museum in town.

4. We enjoyed the shops, and my mother shopped for jewelry, but my brother and I were more interested in the food.

5. I had fun, I learned a lot about New Mexico.

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Confusing Plurals and Possessives

Problem 1

Using an apostrophe in a plural noun

Incorrect Plural Form: Two fifth-grade student’s interviewed a new classmate.

• A plural noun names more than one person, place,

thing, or idea and usually ends in -s or -es.

• A possessive noun shows who or what owns or has

something.

• To form the possessive of most singular nouns, add an

apostrophe and an s (’s).

• To form the possessive of a plural noun that ends in -s, add

only an apostrophe (’). To form the possessive of a plural

noun not ending in -s, add an apostrophe and an s (’s).

Solution 1

Remove the apostrophe. Do not use an apostrophe

in a plural noun.

Correct Plural Form: Two fifth-grade students interviewed a new classmate.

Problem 2

Leaving out an apostrophe in a singular possessive noun

Incorrect Possessive Form: The new students name was Kathryn.

Do the students

have or own anything?

Solution 2

Correct a singular possessive noun by adding an

apostrophe and an s (’s).

Correct Possessive Form: The new student’s name was Kathryn.

Doesn’t the name belong to

the student?

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Practice Rewrite each sentence correctly. Use the correct plural or possessive form.

1. Kathryn enjoyed the classes’ at her new school.

2. It took a couple of days to learn her five teacher’s names.

3. Kathryns new bus driver seemed very nice.

4. She even met some girl’s on the bus.

5. One friends’ house was right next door to hers.

6. Amandas parents invited Kathryn to their house.

7. The familys’ dog had just had seven puppies.

8. Kathryn wrote letter’s to tell her friends about the puppies.

9. They wrote back, and Kathryn read the childrens’ notes.

10. She missed her friends’, but she liked her new home, too.

Problem 3

Putting the apostrophe in the wrong place in a plural

possessive noun

Incorrect Form: Kathryn knew all the student’s names at her old school.

Solution 3

Correct a plural possessive that ends in -s by adding

an apostrophe after the s (s’). To correct a plural noun not ending in

-s, add an apostrophe and an s (’s).

Correct Form: Kathryn knew all the students’ names at her old school.

Are we talking about the names

of one student or of many students?

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Lack of Subject-Verb Agreement

Problem 1

Using a singular verb with a plural subject or a plural verb with a

singular subject

No Agreement: Sheila take piano lessons on Mondays.

Solution 1

Change the plural verb to match the singular subject.

Subject-Verb Agreement: Sheila takes piano lessons on Mondays.

Is the subject singular or plural? What about the verb?

• The subject and verb must agree in a sentence.

• The subject and verb agree when both are singular

or both are plural.

Problem 2

Using a singular verb with a compound subject joined by and

No Agreement: Jesse and Lee gives Sheila piano lessons.

Solution 2

Change the singular verb to match the compound subject.

Subject-Verb Agreement: Jesse and Lee give Sheila piano lessons.

Is this subject plural or singular? What about the verb?

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Problem 3

Using the wrong verb form with a compound subject joined by or

No Agreement: Tina or Marta help her in pottery class.

No Agreement: Her sister or her friends helps, too.

Solution 3

When a compound subject is made up of two subjects

joined by or, the verb agrees with the subject that is closer to it.

Subject-Verb Agreement: Tina or Marta helps her in pottery class.

Subject-Verb Agreement: Her sister or her friends help, too.

Is Marta singular or plural?

Is friends?

Practice Rewrite each sentence correctly so that all subjects and verbs agree.

1. Dancing and skating is Sheila’s favorite activities.

2. She dance the best of all the students.

3. Larry or two other boys offers to be her skating partner.

4. Her friends asks to see the dance steps.

5. Her mother and teachers admires her talent.

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Incorrect Verb Forms

Problem 1

Forming irregular verbs incorrectly

Incorrect Verb Form: Nick heared about a poster contest.

• The past tense of a regular verb is formed by adding

-d or -ed.

• The past participle of a regular verb is formed by adding

-d or -ed.

• Irregular verbs have special forms that do not add -d or

-ed in the past or the past participle.

Problem 2

Using an incorrect irregular verb form for the past tense

Incorrect Verb Form: Nick drawn a design for his poster.

Solution 2

Replace the past participle with the simple past-tense

form of the irregular verb. Past participles are used with a helping

verb such as have, has, or had.

Correct Verb Form: Nick drew a design for his poster.

What are the verb forms

of draw? When is each one used?

Solution 1

Replace the incorrect form of the irregular verb with the

correct irregular form. Check the dictionary if you are not sure of the

correct form.

Correct Verb Form: Nick heard about a poster contest.

What is the past tense of hear?

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Problem 3

Using the incorrect irregular verb form with have

Incorrect Verb Form: His grandmother had gave him a set of supplies.

Solution 3

Replace the past-tense form with the past participle.

Always use the past participle form of the verb after has, have, or had.

Correct Verb Form: His grandmother had given him a set of supplies.

What form of give do you use with the helping

word had?

Practice Rewrite the sentences correctly. Use the correct verb forms.

1. Nick drawed his poster on the computer.

2. He run into a small problem with the lettering.

3. He taked the picture to his computer teacher for help.

4. She seen a way to correct it.

5. Nick knowed exactly what to do.

6. He finished the poster and written his name on the back.

7. He was sure he had did his best work.

8. He brung his poster to the teacher.

9. She has sended it in to the contest.

10. She has saw many students win in contests like these.

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Incorrect Use of Adjectives

That Compare

Problem 1

Using -er or -est instead of more or most

Incorrect Form: Teisha wanted this project to be creativer than her last one.

Solution 1

To compare adjectives of more than two syllables, use

more or most. Remove the -er and use more before the adjective.

Correct Form: Teisha wanted this project to be more creative than her last one.

How do you make comparisons

with a long adjective such as creative?

• Add -er or more to adjectives to compare two nouns.

• Add -est or most to adjectives to compare three or more

nouns.

• Do not use more and -er at the same time, and do not

use most and -est at the same time.

Problem 2

Using -er or -est with more or most

Incorrect Form: She thinks that the Internet is the most quickest way to get information.

Solution 2

With shorter adjectives, add -er or -est to compare

people, places, or things. Never use more or most with -er or -est.

Correct Form: She thinks that the Internet is the quickest way to get information.

Should you use most and -est when comparing with the

adjective quick?

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Problem 3

Using the incorrect form when comparing with good or bad

Incorrect Form: She was sure her report would be the goodest in the class.

Solution 3

The comparative forms of good and bad are better and worse. The

superlative forms of good and bad are best and worst. Rewrite this

sentence by using best instead of goodest.

Correct Form: She was sure her report would be the best in the class.

Practice Rewrite the sentences correctly. Use the correct form of adjectives that compare.

1. As Teisha worked, she came up with the most greatest idea.

2. She found a gooder source of information than she had before.

3. She interviewed a person who was ten years more older than Teisha.

4. Then Teisha added photographs to make her project interestinger.

5. Everyone thought that Teisha’s project was more better than her last one.

What are the comparative

forms of good?

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Incorrect Use of Pronouns

Problem 1

Using a pronoun that does not match the noun to which it refers

Pronoun Does Not Match: Mary Beth likes inventions, so shechose to write about him.

Solution 1

Replace the incorrect pronoun with a pronoun that

clearly matches the noun to which it refers.

Pronoun Match: Mary Beth likes inventions, so she chose to write about them.

To which noun does him refer?

• A pronoun is a word that can take the place of one or

more nouns.

• Use a subject pronoun when the pronoun is the subject

of a sentence.

• Use an object pronoun when the pronoun is the object

of a verb or the object of a preposition.

Problem 2

Using an object pronoun as the subject of a sentence

Incorrect Pronoun: Them are photographs of her grandfather.

Solution 2

Replace an object pronoun that appears as the

subject of a sentence with a subject pronoun.

Subject pronouns are I, you, he, she, it, we, or they.

Correct Pronoun: They are photographs of her grandfather.

Should the pronoun Them be used as the

subject?

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Practice Write each sentence. Use the correct pronoun in parentheses.

1. Grandpa invited (us, we) to come for a visit.

2. (We, Us) came over the next day.

3. Grandpa and (I, me) got out his old photo albums.

4. (He, Him) smiled as he turned each of the pages.

5. Dina asked (he, him) to talk about his early inventions.

6. He had invented a car, and (it, she) had won an award.

7. My brothers came over, and they showed Grandpa and (we, us) their latest invention.

8. Grandpa’s cars didn’t run on gas. (They, Them) ran on electricity.

9. We and (he, him) definitely have something in common.

10. We’re interested in inventions since (they, it) improve the world.

Problem 3

Using a subject pronoun as an object in a sentence

Incorrect Pronoun: Grandfather showed Dina and I pictures of his inventions.

Solution 3

Use an object pronoun when the pronoun is the object of a verb.

Object pronouns include me, you, him, her, it, us, and them.

Correct Pronoun: Grandfather showed Dina and me pictures of his inventions.

Is I being used in the sub-

ject part, or is I be-ing used in the predicate part?

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Apostrophes

Problem 1

Leaving out the apostrophe in a contraction

Incorrect Form: Burt couldnt sleep because heheard a strange noise.

Solution 1

Place an apostrophe in a contraction to show

where a letter or letters have been left out of the contraction.

Correct Form: Burt couldn’t sleep because he heard a strange noise.

What is the contraction? What letters have been

left out?

• An apostrophe is used in possessive nouns to show

ownership.

• An apostrophe is used to show where a letter or letters

have been left out of a contraction.

• An apostrophe is not used in a possessive pronoun.

Problem 2

Using an apostrophe with a possessive pronoun

Incorrect Form: Burt had no flashlight, so his sister let him use her’s.

Solution 2

Remove the apostrophe. The possessive pronouns my,

mine, your, yours, his, her, hers, its, our, ours, their, and theirs do

not contain apostrophes.

Correct Form: Burt had no flashlight, so his sister let him use hers.

Is her’s a contraction? Is it a noun showing

ownership?

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Practice Rewrite the sentences. Use apostrophes correctly.

1. His dad said, “It’s you’re turn to call the Animal Rescue Department.”

2. Burt quickly agreed and said, “Ill make the call immediately.”

3. He talked to a worker and explained that he didnt have a trap.

4. The man asked Burt if he wanted to borrow their’s.

5. “Yes,” said Burt. “Now, heres how you get to our location.”

6. The rescue team arrived and said, “Lets put food in this cage.”

7. Then they quickly propped open it’s door.

8. Once the animal reached the food, it wasnt able to escape.

9. “Hes going to be a lot happier in his new home,” Burt said.

10. “Your a great friend to animals,” the workers told Burt.

Problem 3

Confusing contractions and possessive pronouns

Incorrect Word: He saw an animal, and it’s eyes were shining.

Solution 3

Replace the contraction it’s with the possessive pronoun its.

Possessive pronouns do not have apostrophes.

Correct Word: He saw an animal, and its eyes were shining.

Should it be it’s eyes or its

eyes? Is the pronoun a contraction or a

possessive?

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Incorrect Use of Adverbs

Problem 1

Confusing adjectives and adverbs

Incorrect Form: We acted helpful toward the dancers.

Solution 1

Replace the adjective helpful with the correct adverb.

Use an adjective only when describing a noun.

Correct Form: We acted helpfully toward the dancers.

Is the word helpful telling more about a

noun or a verb?

• An adverb is a word that tells more about a verb, an

adjective, or another adverb.

• An adverb can tell how, when, or where an action

takes place.

Problem 2

Using good instead of well

Incorrect Form: I don’t think I dance very good.

Solution 2

Replace good with well. Good is always an adjective.

Well is usually an adverb.

Correct Form: I don’t think I dance very well.

Is good supposed to be

used as an adjective or an adverb?

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Practice Rewrite each sentence correctly.

1. The class was fun, and she finished it easy.

2. She didn’t know nothing about the program.

3. She and Justin danced good together.

4. She said she had never met no one as talented.

5. The audience clapped loud at the end of the performance.

Problem 3

Using double negatives

Incorrect Form: I didn’t know no one in the dance class.

Solution 3

Do not use two negatives in one sentence. Replace one of the

negative words with a positive word.

Correct Form: I didn’t know anyone in the dance class.

Are there two negatives in this

sentence?

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Commas

• Use a comma to separate items in a series.

• Use a comma after a mild interjection.

• Use a comma after a long introductory prepositional

phrase.

• Use a comma after an introductory word such as yes or no.

Problem 1

Using commas incorrectly

Incorrect Form: I brought a tape recorder a pencil and a notebook.

Incorrect Form: After the basketball game we planned a trip.

Incorrect Form: Well what will you be reporting on next?

Incorrect Form: Yes you should do that story.

Solution 1

Insert commas between items in a series, after introductory preposi-

tional phrases, after mild interjections, and after introductory words.

Correct Form: I brought a tape recorder, a pencil, and a notebook.Correct Form: After the basketball game, we planned a trip.Correct Form: Well, what will you be reporting on next?Correct Form: Yes, you should do that story.

Are there items in a series? Is there

an introductory phrase? Is there an

interjection?

Practice Rewrite the sentences. Use commas correctly.

1. I learned to use a computer a camera and a tape recorder.

2. On the desk in front you will find your supplies.

3. No we forgot to take pictures during the class trip.

4. Gee it was a lot of hard work.

5. During the summer this job was much easier.

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McGrawHill Grammar and Writing Grade 5

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